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A Resource For Teaching and Learning Numeracy
A Resource For Teaching and Learning Numeracy
consumer.vic.gov.au
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Permissions
Consumer Affairs Victoria (CAV) would like to thank the following organisations for permission to reproduce copyright material: Yarra Valley Water for permission to reproduce one of their water bills Optus for permission to reproduce one of their phone bills CANSTAR for permission to reproduce their on-line savings calculator NSW Office of Fair Trading for excerpts from A resource for the teaching and learning of Maths The Adelaide Advertiser for permission to reproduce CASH CRUNCH Young vulnerable to credit traps, Anthony Keane, 2009 The Queensland Government for use of materials from the Responsible Gambling Teacher Resource Kit (2004)
Printers details Printed by Ability Press 25-27 Olive Gve Keysborough Vic 3173 Publication number BR-12-02-1694 ISBN 0-9750813-9-X
Writers Dave Tout, Marie Santburn, Lee Kindler, Monica Bini, Robert Money Acknowledgements
Consumer Affairs Victoria gratefully acknowledges the following teachers:
Sally Sanderson, Frankston Secondary College Richard Girvan, Methodist Ladies College
Manfred Pietrella, Mount Waverley Secondary College John Indian, Sebastopol Secondary College Jane Morcom, Xavier College Alex Zenalides, Northland Secondary College
Consumer Affairs Victoria gratefully acknowledges the following students: Daniel Bypost, Sharna Conway, David Sezonenko,
Jessica-Fern Wirski, Lauren Caldwell, Jessica Tucker, Scott Duncan, Scott Bourne, Joel Ganino, Adrian Palone, Scott Hagley, Skye Milburn, Desiree Lord, Stacey McGregor, Dwayne Jackson and Michael Hodges. Consumer Affairs Victoria gratefully acknowledges the following reference group members: Maxine Crapper, Mt. Eliza Secondary College Sally Davis, The Mac.Robertson Gilrs High School Dianne Fabuyanic, Taylors College Odette Kerr, Student teacher, University High School Krishn Lal, Lyndale Secondary College Angela Molloy, Golden Square Secondary College Neil Mitchell, Kealba College Terry OBrien, Mount Clear College Ian Outhred, Traralgon Secondary College Lorraine Schwartz, Mount Scopus Memorial College Margaret Sinclair, Northcote High School Lexie Walker, University High School
This resource has been produced with the support of the Victorian Government through the Community Support Fund
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Contents
4 Introduction to Maths 6 Victorian Essential Learning Standards 9 The Thinking Curriculum 10 SECTION A. Maths in your life
11 15 18 19 A1: Number A2: Statictics A3: Probability A4: Measurement and geometry
22 B1: Smart shopping 24 B2: Checking labels and dockets 30 B3: Value for money 35 B4: Sales and savings
39 SECTION C. Budgeting to balance income and expenses 41 C1: Budget for a class event
43 47 50 54 C2: Income - Where does money come from? C3: Income: Paying tax C4: Spending C5: Budgeting for everyday living
E1: Into Debt or not E2: Using Credit Cards Wisely E3: Buying on terms E4: Interesting Calculations E5: Cars cost
119 G1: Nature of chance 123 G2: Dice and coins 127 G3: Money and gambling 132 G4: Betting on non-random events 137 G5: Lotto
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In 2004, Consumer Affairs Victoria launched its Consumer Education in Schools program with resource books for teachers of Years 7 12 Commerce, English and Mathematics, as well as a website and a Consumer Stuff Challenge competition. In 2005, two new cross-curricula resources were added, Health & Wellbeing and Consuming Planet Earth. In 2007 a resource focusing on VCAL, The Applied Learning Handbook was added. In 2008, the upper primary resource, Consumer Stuff For Kids, was produced, and it was followed in 2009 by Responsible Gambling and the DVD, Consuming Clips. The Mathematics resource has now been updated to include current effective classroom learning styles, including applied learning and enquiry based learning. This resource, Maths: A resource for the teaching and learning of maths and numeracy, is the result of that update. The aim of each Consumer Stuff resource is to encourage young people to develop the knowledge, skills and behaviours to make informed decisions as they deal with consumer protection and money management issues. Designed to reflect current thinking on teaching and learning, teachers may find relevant activities in more than one resource book. For instance, activities relating to planning a budget and setting goals can be found in the Mathematics, English, Commerce and Health & Wellbeing resources. Similarly, the influence of print and electronic advertising on consumer spending can be found in the English, Commerce, Health & Wellbeing and Consuming Planet Earth resources.
The Sections
This Mathematics resource contains a series of applied learning, practical activities, investigations and lessons suitable for secondary school students, including VCE and VCAL classes. Each of the sections addresses particular consumer and financial issues that affect young people today. SECTION A: Maths in your life This introductory section has a range of suggestions for explicit, applied learning maths activities based on the rich information and ideas in the other existing Consumer Stuff resources: Commerce Consuming Planet Earth Health & Wellbeing Responsible Gambling.
This enables not only a wide range of maths content areas to be addressed, but also supports activities to be integrated across different curriculum areas.
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SECTION B. Shopping around purchasing goods value for your money buying on terms, value for money the bottom line
SECTION C. Balancing your income and expenses - Budgeting income (wages, tax and more) expenses (what students spend their money on) budgeting. SECTION D. Paying bills everyday bills phones internet access downloads young peoples debts use of credit cards interest calculations investigations related to buying and running a car
SECTION F. Measurement and packaging packaging what you get for your money (weight vs. volume). SECTION G. Responsible gambling probability chance gambling odds Answers Additional Resources Structure Each section is comprised of aims and overviews, and outlines the key maths concepts and learning outcomes being targeted. Links to other Consumer Stuff resources, lists of other useful resources, background information and a range of activities and worksheets are included. Finally, there are ideas for potential extensions and further applications. Visiting speakers Consumer Affairs Victoria may be able, as part of an ongoing program in your school, to provide a consumer advisor to speak to student groups. Your school would need to integrate the role of the speaker into your teaching and learning activities. For more information, call 1300 55 81 81 Alternatively, invite a young person who has had independent living experience, such as sharing a rented home, buying a car, and managing credit, to speak to the class. Gamblers Help Services may also be able to provide a community educator to speak to your students. For more information, contact your local service via Gamblers Help Line on 1800 858 858. Additional resources A list of recommended websites, publications and other resource material is included for teacher reference in the Additional Resources Section.
consumer affairs victoria
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The Victorian Essential Learning Standards are structured around the knowledge, skills and behaviour all students from P-10 should acquire in three core, interrelated strands of essential learning: Physical and Social Learning; Discipline-based Learning; and Interdisciplinary Learning. These three components are viewed as essential to prepare students for a rapidly changing and globalised world in which they have the capacity to: manage themselves as individuals and in relation to others manage the world in which they live, and act effectively in that world. he Learning Standards require an interwoven, whole school approach to curriculum planning across T the three strands of essential learning and this is reflected in all Consumer Stuff resources. he activities in this Maths resource include investigations and discussion questions that promote T learning in the VELS domains beyond discipline-based learning. Research suggests that students develop deeper understanding of disciplined-based concepts when they are encouraged to reflect on their own learning, take personal responsibility for it and relate it to their own world. These approaches are explicitly defined in the Physical, Personal and Social Learning domains such as physical education and personal learning. tudents are better able to develop, demonstrate and use discipline-based knowledge and skills when S they are able to employ knowledge in Interdisciplinary Learning such as Communication; Thinking; Information and Communications Technology; Design, Creativity and Technology. Extract from the Victoria Essential Learning Standards Discipline-based Learning: Mathematics, 2005. The curriculum mapping of the student worksheets on page 7 demonstrates how the worksheet activities and the many extension tasks have been designed to reflect the three strands of essential learning, particularly for years 9 and 10.
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DIMENSION
Movement and physical activity Health knowledge and promotion Building social relationships Working in teams The individual learner Managing personal learning
Worksheets
Civic knowledge and understanding C1-6, D1-6, E1-5, G1-5 Community engagement Reading C1-6, D1-4, E1-5, F5, G1-5 F1-5 D4 -5, E1-5, F1-4, G1-5 B1-4, C1-5, F1-F4, D1-4, E1-5, F1-4, G1-5 B1-4, C1-6, D1-4, E1-5, F1-4, G1-5 All F1-4 D4-6, F1-5, G1-5 E4, F2-4 All B1-4, D4-5, E1-5, F1-5 D4 -5, E1-5, F1-4 C5, D4-5, E4, F1-4 D4 -6, E4, F1-4 All F1-2 All
English
Writing Speaking and listening Economic knowledge and understanding Economic reasoning and interpretation Number Space
Discipline-based Learning
Humanities (Economics)
Mathematics
Measurement, chance and data Structure Working mathematically Listening viewing and responding Presenting ICT for visualizing thinking ICT for creating ICT for communicating Reasoning, processing and inquiry
Thinking
Note: Where there is no activity in a particular Domain e.g. Humanities (History), then that Domain and its associated Dimensions, have not been included in the above grid.
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Multiple intelligences
Verbal/linguistic
Letter writing, word searches, debates, role plays, interviews with consumers and traders, interpreting energy rating labels, utility statements and analysing advertising techniques. roblem-solving, surveys, analysing and interpreting statistics P eg. calculating the running costs of household appliances and utilities.
Co-operative group work, discussions, interviews, group investigations and consumer awareness campaigns. ole plays, excursions to markets and shopping centres R to better understand consumers and traders. Writing songs and jingles on consumer themes. onducting experiments and investigations, C eg. how to reduce energy and water bills.
aps, cartoons, board games, graphs, and the design of website M material and spreadsheets, posters and packaging material.
Thinking skills As well as knowledge about their rights and responsibilities, consumers also need the skills to think critically and creatively. Creative thinking techniques have been used where possible to develop students lateral and deep thinking skills, for instance, Six Thinking Hats developed by Dr Edward De Bono: Red Hat for feelings intuition and emotions White Hat for information Green Hat for creative thinking Black Hat for critical thinking Yellow Hat for positive thinking Blue Hat for thinking about thinking ie working out the order of the Hats and deciding what other thinking techniques to use. Emotional intelligence The value of teaching emotional intelligence is also recognised and incorporated into a number of activities eg. discussions about consumerism, stereotyping and the influence of advertising. Dr Daniel Golemans Emotional Intelligence identified key elements associated with emotional intelligence: Self awareness Motivation Empathy Self-regulation Recognising personal strengths and weaknesses This includes having commitment and drive The ability to control impulses and accept responsibility for ones own actions The ability to understand other peoples feelings and point of view
Social skills
This includes the ability to co-operate with others and communicate effectively
Group work, roleplays and reflective journals are just some of the activities designed to improve these skills.
consumer affairs victoria
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Mathematics teachers will find this Consumer Stuff resource useful and relevant to mathematics teaching. However, there is also a wide range of rich mathematics teaching and learning ideas in each of the titles in the Consumer Stuff series. This introductory section sets out a range of suggestions for practical and relevant maths activities based on these four Consumer Stuff resources: Commerce Consuming Planet Earth Health & Wellbeing Responsible Gambling The Commerce book addresses issues such as how to make consumer choices, going shopping, consumer rights and responsibilities, managing your money, and the global consumer. The Consuming Planet Earth resource looks at environmental and sustainability issues, including buying green, the real cost of food, smarter transport options, and the consuming culture. The material in Health & Well-Being addresses values associated with issues such as making healthy food choices, body image, reasons and motivations for shopping and responsible gambling. The most recent resource, Responsible Gambling, aims to help young people build resilience and feelings of self-worth, as well as developing responsible behaviours and attitudes. The existing information, activities and worksheets in the above four resources enable not only a wide range of maths content areas to be addressed, but also support teaching activities to be integrated across different curriculum areas. The activities in these resources are embedded within contexts of interest, relevance and importance to young people and as such provide excellent opportunities for mathematics students to see how mathematics can be used and applied in a wide range of situations and contexts. Mathematics is a vital tool that they need in their lives outside of the maths classroom. Each of the relevant activities from the four Consumer Stuff resources are listed in the tables on the following pages against the four maths areas of number, statistics, probability and measurement and geometry. The materials can be used in a number of ways: as stand alone activities or worksheets to support other teaching in these content areas; or as supplementary support materials and extra information or practice for the material within this resource; or as potential assessment tasks. The Consumer Stuff teacher resources can be viewed, downloaded and/or ordered from www.consumer.vic.gov.au/consumerstuff>Resources for secondary teachers. Hard copies can also be ordered by email: consumerstuff@justice.vic.gov.au
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A1
Number
COMMERCE
A3: Lets go shopping! p. 18 Investigate buying a mobile phone and mobile phone plans. Possible maths activities include: Extending the Finding the best deal activity to researching and comparing a mobile phone purchase from two different companies. This would provide a range of opportunities to undertake numerical calculations and to present students findings in a report E2: What am I worth? (in dollars and cents!) p. 66 Work out students goals and planning for their financial future. SECTION B. Shopping around: Value for your money Buying on terms SECTION D. Paying bills: Mobile phone bills SECTION C. Balancing your income and expenses - Budgeting: Assets and liabilities. E3: Cash flow statements and budgets pp. 67-70 This activity is full of mathematics related to budgeting and explicitly supports the activities in Section B of this Maths book. This activity is about supporting students to understand where their money goes and how budgets help them do that. SECTION C. Balancing your income and expenses - Budgeting: Income wages, tax and more Expenses what do you spend your money on Budgeting for an event Your budget. E4: Paying off the card p. 71 Paying off the card looks at paying off credit card debt and how long it takes if you pay only the minimum balance each month. It relates explicitly to a number of sections in this resource, and can be used as supplementary material. SECTION B. Shopping around: Buying on terms SECTION E. Credit and loans: Debts Credit cards Interest calculations.
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CONTINUED
Number
E5: Mobile phone debt pp. 72-73 E6: Case studies pp. 74-75 E: Extensions/revision pp. 76-77 Telephone bills cause financial difficulties for more than a third of young consumers seeking help from financial counsellors. Significant mobile phone debts affect many young people. When paying for goods and services, consumers have many choices. There is a growing use of plastic cards (debit and credit), ATM machines, EFTPOS, phone and internet banking. Both of these activities and the extension and revision suggestions relate directly to a number of sections in this resource, and can be used as valuable extra information about the dangers of credit card debt. Some of the activities are also useful to support the teaching and learning of the maths related to paying bills and using credit cards and other payment and borrowing methods.
SECTION B. Shopping around: Buying on terms SECTION D. Paying bills: Mobile phone bills SECTION E. Credit and loans: Debts Credit cards Interest calculations.
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CONTINUED
Number
B5: How sustainable is my home? pp. 43-44 From July 2004 every new home and apartment in Victoria has needed to have a 5 star level of energy efficiency. There are different ways of achieving the rating. A worksheet based investigation that allows students to look at how they can undertake an audit to investigate the sustainability of their own home. C: The real cost of food C1: My food footprint pp. 48-52 The introduction to the section The real cost of food and the first part of C1 on food footprints provide information and activities about the production costs of different food products. They take into account the costs of importing goods from overseas. The introduction and activity cover a range of maths skills in number, statistics and measurement. An easy addition/extension would be to get students to undertake the activity of working out how many fresh oranges it would take for them to get a 1 or 2 litre container of orange juice and compare and discuss the results of the activity. C3: Water tap or bottle? p. 54 A worksheet that compares the cost of tap water with the cost of bottled spring water. D1: Getting around pp. 63-64 D2: The real cost of a car p. 65 D3: Consuming fuel p. 66 This section and the separate activities look at the issues related to using public transport versus travelling by car, including looking at environmental issues. There is a rich amount of mathematics integrated into the activities including undertaking surveys of transport usage and analysing the costs of running a car.
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CONTINUED
Number
B7: What should the label say? pp. 39-41 B8: Labelling for life! pp. 42-45 These activities and investigations look at the range of nutritional information on food products especially in relation to following a healthy diet. They analyse the food labelling requirements of the Australia New Zealand Food Standards Code. There are a range of maths related tasks which can be used and extended to the areas of number, statistics and measurement.
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A2
Statistics
COMMERCE
A5: Only one planet Earth pp. 24-25 Pressure on the Earths scarce resources has led to many environmental problems and this worksheet has three exercises related to this issue: Create a landfill in the classroom My life as a mobile phone Mobile phone survey Possible maths activities include: Create a landfill in the classroom has the potential to provide a valuable classifying and sorting activity. Students could then organise the data collected into a statistical and graphical representation and report about the types of discarded household items. This could also include a measuring activity to weigh what has been collected as one of the criteria to investigate. My life as a mobile phone again provides an opportunity for students to research and gather data and analyse and report against what they find out. The third activity, Mobile phone survey, is another opportunity to use data collection and analysis skills. B2: The chocolate market pp. 31-32 An activity based around students starting a small business selling chocolates at school. They want to produce small gift boxes that students can give as birthday presents. Students conduct a market survey amongst their friends and other students and find the demand varies depending on the possible prices. This is an excellent graphing opportunity, not only in terms of plotting data, but in terms of interpreting the resulting graphs. Not covered in the Maths resource can be used independently. Not covered in the Maths resource can be used independently or linked to issues such as mobile phone purchases in Section B.
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CONTINUED
Statistics
C8: Ad watch p. 49 This activity is an investigation into advertising, and is based on collecting data about advertising in different types of media the TV, newspapers, billboards etc. Possible maths activities include: A great chance to get students to collect the different types of data in small groups and then to report to the whole group about their findings. A good opportunity to use spreadsheets to record and analyse the data. G3: Gambling a leisure market case study pp. 93-95 Based on data about spending on different forms of gambling, this activity presents the opportunity for further statistical analysis especially in providing practice at plotting the data as graphs to supplement the interpretation of the data.
SECTION G. How to lose your money quickly: The realities and consequences of gambling SECTION G. Responsible gambling
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A2
CONTINUED
Statistics
RESPONSIBLE GAMBLING
C2: Building awareness Who gambles? pp. 75-79 C3: What forms of gambling are the most popular? pp. 81-84 The statistics in C2 and C3 relate to findings from a 2003 longitudinal study into Victorian gambling and attitudes to gambling 2003 Victorian Longitudinal Community Attitudes Survey (The Centre for Gambling Research, ANU). The statistics and the activities provide a rich set of data for students to collate and analyse using a range of statistical skills and knowledge, whilst being useful to alert students to the dangers of gambling. SECTION G. How to lose your money quickly: The realities and consequences of gambling.
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A3
Probability
COMMERCE
G1: Get rich quick dont bet on it pp. 87-90 G2: Living within your means pp. 91-92 Problem gambling is addressed in this section of the Commerce book, and as such provides very useful material and examples to use to supplement the activities in the two sections in this resource that address the same issue. SECTION G. How to lose your money quickly: The realities and consequences of gambling SECTION G. Responsible gambling
RESPONSIBLE GAMBLING
A2: What are my chances? pp. 22-27 A3: Electronic Gaming Machines (EGMs or Pokies) pp. 28-31 A4: Scratchies pp. 32-36 A5: Lotto pp. 37-40 A6: Luck pp. 41-45 B2: Understanding the odds pp. 55-59 B3: Gambling systems pp. 60-64 B4: Poker pp. 65-68 All of the above worksheets and activities address the issue of gambling and different games of chance. They are either activities that can support and further explain the maths of chance and probability that are in Section G. Responsible gambling of this maths resource, or be potentially used as assessment tasks. Collectively the above material in RESPONSIBLE GAMBLING and the section in this maths resource, SECTION G. Responsible gambling, constitute a comprehensive coverage of the mathematics of chance and probability. SECTION G. Responsible gambling: Nature of chance Dice and coins Money and gambling Betting on nonrandom events Lotto
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A4
COMMERCE
A5: Only one planet Earth pp. 24-25 As described above, this worksheet has 3 exercises: Create a landfill in the classroom My life as a mobile phone Mobile phone survey Possible maths activities about measurement include: Create a landfill in the classroom could include a measuring activity to weigh what has been collected as one of the criteria to investigate. SECTION F. Measurement and labelling of goods: Measurement what do you get for your money (e.g. weight vs. volume)
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Key concepts
The following concepts are covered: Comparisons and base lines Standards in units of mass (weight) and capacity(liquid volume): gram (g), kilogram (kg), millilitre (ml), litre (l) Unit prices or price rates e.g. dollars per kilogram, cents per 100gm Discounts, interest rates and buying on terms Ratios of prices, volumes and weights
Learning outcomes
At the end of this unit, students should be able to: Use research and estimation to establish if a price/cost is realistic and/or best value Use the principles of comparison and base line to smart shop (i.e. to maximise the bottom line and stick to a savings plan) Calculate and use unit price to compare product costs Calculate totals, differences, ratios/proportions and percentage of mass, capacity or money Calculate discounts and sale price after discount.
Useful resources
The Consumer Affairs Victoria (CAV) website, the CAV Consumer Stuff Commerce resource book, the Australian Securities & Investments Commission (ASIC) consumer website, bank websites for budget planners, and financial literacy education for women on www.whin.org.au (Women Understanding Money in Australia A Financial Literacy Guide in 11 languages. http://www.whin.org.au/resources-a-tools.html) Please refer to Resources page in Additional Resources.
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CONTINUED
Useful websites are: http://www.consumer.vic.gov.au/ which is the website for Consumer Affairs Victoria http://www.consumer.vic.gov.au/consumerstuff which is the Consumer Education in Schools (CEIS) teacher resource site. All the Consumer Stuff series of teacher resource books can be viewed, downloaded and ordered from this site. http://www.dollarsandsense.com.au/ http://www.accc.gov.au/content/index.phtml/tag/unitpricingguide/ which is the Australian Competition & Consumer Commission page about unit pricing. http://www.moneysmart.gov.au/ the ASIC website that replaced FIDO and Understanding Money.
Background information
As noted in Section E, young consumers face considerable pressures to consume now, rather than later. Young people have an increasing level of spending power (Refer to Section E Teacher Notes), and there are great challenges in trying to balance image with reality and reason. Smart shopping (i.e. control of impulse and good investigative research before shopping) is the focus of this section.
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B1
Key concepts
Comparison and base line Knowing your financial limits Planning daily expenses.
Activity 1: $5 in my pocket
Pose the following situation to your class and ask students to work in pairs to answer the questions. When you left home this morning, you had $5 in your pocket. Think of the items you need to pay for today. Write down your list of items. Is $5 enough to see me through today? How much do you need to see you through today? Discuss as a group how much $5 is worth these days and how you could prioritise to cope in such a situation.
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B1
CONTINUED
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B2
Key concepts
Extracting relevant maths information from texts relating to shopping. Identification of GST payments. Comparing and sorting information based on price, volume, weight and dates.
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B2
CONTINUED
Time: 21:35 $ 3.49 3.49 -0.98 8.71 0.79 4.29 0.99 4.39 3.19 2.89 $31.25 31.25 $1.98
1. What hours is the supermarket open? 2. What date and time were the items purchased? 3. How much did this person spend? 4. How much would you pay if you round the bill to the nearest dollar? 5. Round the bill to the nearest ten cents 6. What does the % symbol mean? 7. How much GST has been added? 8. What will the bill be without the GST added? 9. What does the -0.98 mean?
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B2
CONTINUED
SALAMI
USE BY 10.11.10
BACON
USE BY 07.11.10
$6.48
TOTAL PRICE
$5.49
TOTAL PRICE
TOMATOES
USE BY 01.12.10
FETA CHEESE
USE BY 10.11.10
$6.13
TOTAL PRICE
$6.48
TOTAL PRICE
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B2
CONTINUED
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B2
CONTINUED
OLIVES
USE BY 07.11.10
TASTY CHEESE
USE BY 09.12.10
$8.13
TOTAL PRICE
$5.20
TOTAL PRICE
LEG HAM
USE BY 12.11.10
FRANKFURTS
USE BY 11.12.10
$7.60
TOTAL PRICE
$7.55
TOTAL PRICE
1. How much would you pay altogether if you bought these four items? 2. How much change would you get if you paid for the Tasty Cheese with a $10 note? 3. How much would it cost you if you bought twice as much of the Frankfurts? 4. How much would it cost you if you bought exactly 1/4 kg of the Olives? 5. How much would it cost you if you bought 0.275 kgs of the Tasty Cheese?
1. Put the items in the correct order of their Use By dates? 2. Put the four items in the correct order of their net weight from lightest to heaviest? 3. What is the weight of the Olives in grams (g)? 4. Which packet has the weight closest to a 1/2 kg?
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B2
CONTINUED
OLIVES
USE BY 07.11.10
POTATOES
USE BY 03.12.10
$____
TOTAL PRICE
$____
TOTAL PRICE
LEG HAM
USE BY 12.11.10
EDAM CHEESE
USE BY 09.12.10
$____
TOTAL PRICE
$____
TOTAL PRICE
1. Using the labels above work out how much you will need to pay for the amount you are buying given the unit price of each item? 2. How much would you pay altogether if you bought these four items? 3. How much change would you get if you paid for the Edam Cheese with a $10 note? 4. How much would it cost you if you bought 0.450 kg Honey Ham @ $16.80 /kg instead of the Leg Ham? 5. How much would it cost you if you bought exactly 1/4 kg of the Olives? 6. How much would it cost you if you bought 0.250 kg of the Tasty Cheese@ $9.90 instead of the Edam Cheese? 7. What prices would you normally pay for these items? Do you think any are good buys?
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B3
Activity 1 Comparisons
Provide empty packages of a range of common supermarket goods and get students to read the labels and discuss the information that is on them. You need to have multiples of the same products but different brands and/or different sizes. You also need to include their prices. You may need to provide these on an accompanying list. Summarise what the students find on the white board and ensure they are comparing their prices versus their size. Explain that this is called unit pricing. Use posters or packages you have collected to pose situations where a comparison and a choice need to be made about a product. Discuss the importance of estimation and quick mental calculations in a shopping environment. Pose that if you want to save money when shopping, its a good idea to compare prices. While it is easier to compare prices for identical items, its not so easy to compare prices when the same item comes in different quantities. The idea of a base line from which to compare will come up, so lead them to discuss standard measures as the basic need to genuine comparison and decision making. Sometimes it is easy to decide which item is the better value in terms of quantity, such as when one item has double the quantity of the other. or instance, 2 litres of orange juice for $4.91 is better value than 1 litre for $2.69, simply because F 2 x $2.69 = $5.38, which is greater than $4.91. Other factors may influence the decision on which size orange juice to purchase, but at least the shopper should be aware of the 47c price difference. For example, if you live by yourself, you might not be able to drink all the 2 litres of orange juice before it deteriorates.
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B3
CONTINUED
Unit cost: Compare your products unit costs with at least two other similar products but a different brand. Item: Brand: Net amount: Unit cost: Which product had the lowest unit cost? ....................................................................................................................................................................................... ....................................................................................................................................................................................... Which product would you buy? Why? ....................................................................................................................................................................................... ....................................................................................................................................................................................... Price: Item: Brand: Net amount: Unit cost: Price:
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B3
CONTINUED
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B3
1. When Tim goes shopping, he ignores brand names and looks at unit prices. Using any mental calculation or estimation you like, compare the weight or capacity of the products below and choose the best value for money in each case: Item Price A Price B Price C Best value for money
Orange juice
Tomato paste
250 g for $2.35 1.25 litre bottle for $1.32 $3.09 for 4
Coca Cola
Toilet rolls
2. If you were asked to calculate unit prices for perfumes, would you calculate prices per litre, per 100 ml, or per 25 ml. Give reasons for which of these unit prices you chose. ........................................................................................................................................................................................................ ........................................................................................................................................................................................................ 3. Calculate unit prices (per 100 ml) for each of the items shown below and complete the following table. Item Cherry Blossom fragrance Cherry Blossom fragrance Cherry Blossom fragrance Sea wind fragrance Sea wind fragrance Frank & Stein Homme fragrance Spring dew fragrance Price $89.95 $39.95 $59.95 $41.95 $29.95 $79.95 $109.95 Quantity 100 ml 25 ml 50 ml 100 ml 50 ml 100 ml 150 ml $79.95 $41.95 Price per 100 ml $89.95
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B3
CONTINUED
On a separate page, rule a number line marked in tens from $10 to $150. Place your answers from Q3 on the number line. From your findings, can you quickly see which is an average priced perfume and which is the most and least expensive? ........................................................................................................................................................................................................ 4. Answer the following questions about working with unit prices. (a) What mental calculations were the most useful for making your decisions in these situations? ........................................................................................................................................................................................................ ........................................................................................................................................................................................................ (b) Should unit prices always be cheaper for larger quantities? Does that encourage people to buy more than they need? ........................................................................................................................................................................................................ ........................................................................................................................................................................................................ (c) For which products did the largest quantity not give the lowest unit price? ........................................................................................................................................................................................................ ........................................................................................................................................................................................................ 5. Government regulations Did you know that the price labels in supermarkets actually include unit pricing information? Look at these examples. How are the unit prices expressed?
The Federal government website below explains this policy and provides information about how shops are supposed to display unit prices. http://www.accc.gov.au/content/index.phtml/tag/unitpricingguide
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B4
Remind students of possible ways of calculating percentages by explaining and demonstrating the following methods in class. You can also write this up as a poster either on a whiteboard or a wall. Then ask students to calculate percentages in various simple everyday situations. Some possible examples are given in the sample worksheet below.
3. A toaster cost $44 and I got a 5% discount, what did I pay for it?
4. A weekend surfing course costs $250.00, how much will it cost with GST added?
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B4
Mens hiking boots. Womens patent pumps. Childrens sandals. Natural fibre hat. Retro sunglasses. Womens casual t-shirt. Womens pinstripe trousers. Womens pinstripe jacket. Mens shirts. Mens tie. Mens pinstripe suit pants.
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B4
CONTINUED
2. If the prices shown are the regular prices before the discounts are taken off, how much would you pay for each of the following items after you take off the percentage (%) discount? The 4GB MP3 player. The 8GB MP3/MP4 player. The Indoor/Outdoor Speakers.
3. If the prices shown are the regular prices before the discounts are taken off, how much is the percentage (%) discount on the regular price for each of the following items? The Earphones. The Over-the-Head Headphones. The Bookshelf Speakers. The New Release CDs.
4. If the prices shown are the discount prices after the discounts are taken off the regular price, how much was the regular price for each of the following items? The 4GB MP3 player. The 8GB MP3/MP4 player. The Indoor/Outdoor Speakers
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Learning outcomes
At the end of this unit, students should be able to: Establish if a financial goal is realistic/ obtainable Decide on and develop a savings plan to achieve a goal Explain the advantages in setting up a savings plan Explain the principles of budgeting and constructing a personal budget Calculate totals, differences and portions (%) of amounts of money.
Useful resources
The Consumer Affairs Victoria (CAV) website, the CAV Consumer Stuff Commerce resource book, the Australian Securities & Investments Commission (ASIC) consumer website, bank websites for budget planners, and financial literacy education for women on www.whin.org.au (Women Understanding Money in Australia A Financial Literacy Guide in 11 languages. http://www.whin.org.au/resources-a-tools.html) Please refer to Resources page in Additional Resources.
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CONTINUED
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C1
Activity 1: Brainstorm
We have all seen people deal with money and have had and spent our own money. We all have opinions on the value of having money. To introduce this unit, present your students with the following sayings about money. Ask your students how they feel about the sayings, and whether they reflect reality. Money is power Put your money where your mouth is Money does not grow on trees. Ask the students if they know of other sayings about money, and discuss these too. As a follow up, brainstorm as a class what the students like to spend their money on or would like to if they had the money (e.g. mobile phones, computers, trips, gifts, entertainment). Ask them what they think is involved in being successful in obtaining the goal that they want.
Set up a list of costs (e.g. transport, food, entertainment, accommodation, phone calls, etc).
Encourage students to use a spreadsheet to record the costs. You could provide them with a worksheet with the headings set out for them to use. Calculate the totals and the dates when each amount is required. Decide on how the students can generate income to cover the costs and document this in the same table or spreadsheet. Discuss and decide on how the students will: Keep a record of income and expenses (e.g. a book or a spreadsheet recording each students contributions and the set expenses). Find other income sources and monitor income, especially if there is a shortfall in income. While this project has been set up as a detailed introductory activity, it can be used successfully as an end of unit activity lasting a shorter time and containing less detail. On the next page is a sample worksheet, C1 Activity2: Budget for a class event. This can be used to help students work through the activity.
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C1
Budget for a class event. Event name: ................................................................ Expenses: To do this we will need money for: Item Date needed Estimated cost Actual cost (Record after event)
Food
Other Total money needed - costs Income: The money will come from: Source Weekly contributions Fund raising activity Other Total income received You now need to look at your BOTTOM LINE (i.e. income costs) If estimated income estimated costs = a POSITIVE $ amount then the plan is OK If estimated income estimated costs = a NEGATIVE $ amount then either income needs to be increased and/or costs need to be reviewed and reduced Date needed Estimated income Actual income
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C2
Key concepts
The following areas are covered in this section: Time sheets and how to calculate hours of work. Definition/concept of: wage, salary, commission, piecework, penalty rates, annual, quarterly, monthly and fortnightly. Calculating a percentage of an amount: in-the-head, pen and paper, and calculator methods. The formula: Sales Costs = Profit
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Calculating %
In-the-head method: 10% move decimal point 1 place to the left. 1% move decimal point 2 place to the left. Pen-and-paper Formula: Amount($) 100 x Rate = % of Amount($) Shoppers calculator: Amount($) x Rate % (do not press =)
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Extensions
As a follow up, if there seems to be an interest in running such income generating activities, set a research task for students to find out what they need to do to set themselves up as sole traders (e.g. get an ABN number, keep record of income, fill in tax forms etc). Students can work through pp 31- 38 of the CAV Consumer Stuff Commerce resource book. This work is on establishing a small business, and is very relevant to this section. Students who may struggle with the work covered in this section may be directed to Unit 5, What is an Economy? This activity is in the Consumer Stuff resource book, Consumer Stuff For Kids.
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C2
Some workers receive a wage, which is paid per hour, day or week. Other workers receive a salary, which is a yearly amount that is usually paid fortnightly as a regular fixed amount. 1. Louise earns a salary of $48,800 a year working in the kitchen with a chef. What is (a) her weekly income; and (b) her monthly income?
2. George is a casual bartender who is paid $15.50 an hour. Can you work out his total earnings this week from the timesheet he submitted? Day Start Finish Monday 6:45pm 10:30pm Wednesday 7pm 11:30pm Thursday 6:30pm 10pm Saturday 5pm 10:45pm Sunday 3:30pm 8:30pm
Some sales staff are paid a commission, based on the percentage of the sales or profit they make. Some are also paid a small annual salary, called a retainer. 3. Robert is a real estate agent, and last week he sold a house for $350,000 at 3% commission. What did he earn in commission? 4. Mary sells cars at the car dealer on High Street. She earns an annual retainer of $6,500 plus a commission of 25% on the profit made on car sales. What did she earn last week when her car sales realised a profit of $ 4,248.00? 5. Paula sells hair care products on a fortnightly retainer of $350 plus 10% of sales. How much did she earn last fortnight after she sold $1420 worth of products? Some workers earn money doing piecework. They are paid according to the number of items they make, write or pick. 6. Vince is a student who earns money in the summer holidays picking fruit such as apricot and peaches. On a good day he can pick 12 buckets of fruit for which he is paid $8 a bucket. If he picks at this rate for 6 days, how much will he earn? Some jobs pay penalty rates for work completed outside of normal hours. Examples of penalty rates are time-and-a-half and double-time which may apply for extra hours or public holiday work. 7. Van works at a large supermarket and is paid $17.55 an hour for a standard 38 hour week. If he works overtime he is paid time-and-a-half rates for the extra hours up to 48 hours, and doubletime after that. How much will he get paid for working a 50 hour week?
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C3
Activity 1. Taxes
Have a class discussion or set an internet-based research task about the questions: Why do we pay tax? What types of taxes are there? What sort of things are our taxes spent on? Dont forget to include the GST another opportunity to use and apply percentages.
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18.5
17.5
323.75
305.00
2,400.75
136.00
2264.00
216.00
PAY SLIP
EMPLOYEE: NADIA ZIRKOFF
DESCRIPTION HOURS RATE PER HR: GROSS PAY OTHER DEDUCTIONS - UNION FEES
38.00
35.00
1330.00 30590.00
15.50 356.50
297.00 6831.00
1017.50 2340.25
119.70 2753.10
Tax rates
The following tax rates for 201011 apply from 1 July 2010:
Taxable Income
$1 - $6,000 $6,001 - $37,000 $37,001 - $80,000 $80,001 $180,000 $180,001 and over
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C4
Key concepts
The following concepts can be covered: Definitions/concepts of: rent, council rates, taxation, insurance, loans/credit and interest. Types of insurance including health, car, accident, property insurance. Calculating a percentage of an amount: in-the-head, pen-and-paper and calculator methods.
Activity 1: Expenses
Have a class discussion around what students spend their money on. You could start by asking them to each make a list of what they spend their money on, and then compile a combined list on the board. They could then try to sort them into the five categories on which students in the class spend the most amount of money. YouthSCAN 2007 indicated the following key areas of expenditure of income earnt by young people: Kept as cash Save for a purpose Snacks/Confectionery Clothes/Shoes Intend to bank Entertainment Presents Magazines You could also ask if anyone has a credit card (you may need to explain the difference between a debit and a credit card) or if anyone has taken out a loan. Let students know that they will do some work in a later section (Section E) on credit cards and loans.
Activity 2: An expense
Ask students to choose one thing they believe they spend a significant amount of money on (e.g. music, technology, games, clothes, Internet) and ask them to estimate and workout how much they spend on this item in one year. You could ask these questions: Where does your money go? Choose one thing that you spend a large amount of money on and work out how much it would cost you over one year. Consider discussing the concept of spending leaks with your class. This concept shows how some basic shopping skills can save a consumer considerable money over a period of time. The Women Understanding Money in Australia A Financial Literacy Guide in 11 languages section of the WHIN website demonstrates this concept well. Refer to Useful Resources at the start of this section.
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C4
Scenario: ............................................................................................ Where the money goes Prioritise from the most expensive down
Scenario: ............................................................................................ Where the money goes Prioritise from the most expensive down
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2. You have just bought a new pre loved car. It cost you $8,000.
3. You want to go on a 10 day interstate trip with a friend at the end of the year. (a) Research/discuss where you will go and for how long? (b) Research/discuss what expenses will you have to allow for? (c) List them and estimate the daily and total cost involved. (d) Are you surprised how much such a trip costs? Item Travel costs Estimated cost per day Estimated total cost for the trip
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C5
Key concepts
Definitions/meanings of terms such as: budget, expense, income, net, annual, quarterly, monthly and fortnightly. Setting realistic financial goals. Using and calculating ratios of weekly, monthly, quarterly and yearly amounts Rounding off, and in-the-head calculations for estimating The concept and calculations involved in using the following formula: Savings = Income Expenses
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A suitable site to access sample budget templates is: http://www.fido.gov.au/fido/fido.nsf/byheadline/Budget+planner?openDocument This is the Fido Budget Planner page at the website of the Australian Securities and Investments Commission (ASIC).
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Nick has left school, found a job, and moved into a share house with friends Sophie and Tim. He is keen to make ends meet and most of all not get into debt. He wants to set up a budget that will help him save enough money so he can get by now and maybe go on a trip in two years time. Nick needs to check his actual income and expenses at the end of each fortnight because he is paid fortnightly. Nick sets up three tables of expenses (use a Word or an Excel document): 1. Expenses he pays once a year (annual) expenses 2. Expenses that come due monthly, every two monthly or quarterly (every three months) 3. Expenses that he has to deal with weekly or fortnightly (two weeks). 1. Your first task is to calculate Nicks income, given that his job pays $1050 per fortnight after tax has been taken out. (This is his net income, as distinct from the higher figure of pre-tax income called his gross income.) Calculate Nicks weekly and annual income based on the assumption that there are 52 weeks in the year that equals 26 fortnightly salary payments. Weekly income Fortnightly income $1050 2. Your second task is to work out the expenses of bills that Nick will have to pay once a year. For a budget set up that really helps, you need to turn these into fortnightly expenses. Complete the last two columns of the following table to turn yearly expenses into fortnightly or monthly amounts. Annual expenses Car registration Car insurance Health insurance Gym membership Further study fees Total Expenses Task 2 Yearly fee $624 $900 $550 $330 $420 Due date April April March May Feb Monthly estimate Fortnightly calculation Annual income
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3. Your third task is to work out the bills that will have to be paid on either a quarterly (three months), every two months or monthly basis. Do the mental estimates column first and then the calculations. Service Bills Electricity Telephone Gas Water Total Expenses Task 3 Frequency every 2 months monthly every 2 months quarterly Total $185 $100 $155 $105 $545 Monthly estimate Fortnightly calculation
4. Some of Nicks expenses are based on weekly estimates so your fourth task is to turn these into estimates of fortnightly and monthly expenses. Do the mental estimates column first and then the calculations. Explain your method of calculation. Expense Rent Kitty (shared items, food, detergents, garbage bags etc) Car loan Petrol Fares Eating out/take away Internet ISP Entertainment Clothes Total Expenses Task 4 Weekly $150 $50 $75 $35 $30 $50 $10 $75 $20 Monthly estimate Fortnightly calculation
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5. Your fifth task is to calculate Nicks total expenses for the year. Fill in the table below. Expense Total Expenses - Task 2 Total Expenses - Task 3 Total Expenses - Task 4 Total Expenses Task 5 6. Your final task is to calculate Nicks savings by using the formula; SAVINGS = INCOME EXPENSES. Fill in the table below. Income / Expenses Net Income - Task 1 Total Expenses - Task 5 Savings/Bottom line = Income Expenses: If income costs = a POSITIVE $ amount then Nicks financial situation currently is OK If income costs = a NEGATIVE $ amount then: ***either income needs to be increased or ***costs need to be reviewed and reduced Fortnightly Total Fortnightly
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ACTION
Choose a budget planner that suits you. Set up your own personal budget to achieve your goal. decide whether you want to calculate all amounts on a weekly, fortnightly, monthly or yearly basis briefly explain how you worked out your costs.
RESULTS
Is my bottom line enough to achieve my goal?
DEBRIEFING
1. Some people start their budgeting with a savings target and adjust their income and expenditure in order to meet it. How and why might you do this yourself? 2. Despite keeping to their budget plan, some people still find it difficult to pay for expenses at the start of the year. How can this happen, and in what ways can this problem be solved? 3. Could you use a spreadsheet to monitor how closely you were keeping to your budget plan?
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CONTINUED
Supermarket shopping Food Other Housing Rent Gas Water Telephones Home Mobile Transport Fares Lifestyle Take away /eating out Sport Other Medical/dental School Charges Computer /internet Insurances (health/contents) Loan repayments TOTAL MONEY I SPEND EACH FORTNIGHT Magazines Gifts/ parties Clothing Car: Registration Electricity
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CONTINUED
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Learning outcomes
At the end of this unit, students should be able to: Use research and estimation to establish if a price/cost is realistic and/or best value. Use the principles of comparison to: Use base figures and checklists to assess reasonableness of amount of payments due (e.g. did I really make that many phone calls?) Identify the best plan for phone or internet use. Calculate totals, differences, portions and percentage of amounts of money.
Useful resources
The Consumer Affairs Victoria (CAV) website, the CAV Consumer Stuff Commerce resource book, the Australian Securities & Investments Commission (ASIC) consumer website, bank websites for budget planners, and financial literacy education for women on www.whin.org.au (Women Understanding Money in Australia A Financial Literacy Guide in 11 languages.. http://www.whin.org.au/resources-atools.html) Please refer to Resources page in Additional Resources.
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CONTINUED
Useful websites are: http://www.consumer.vic.gov.au/ which is the website for Consumer Affairs Victoria http://www.consumer.vic.gov.au/consumerstuff which is the Consumer Education in Schools (CEIS) resource site http://www.dollarsandsense.com.au/ http://www.accc.gov.au/content/index.phtml/tag/unitpricingguide/ which is the Australian Competition & Consumer Commission page about unit pricing. http://www.moneysmart.gov.au/ the ASIC website that replaced FIDO and Understanding Money.
Background information
As noted in Section C, having the skills to manage our money, means being able to use these three stepping stones: setting financial goals drawing up budgets developing a savings plan. The third one is the one addressed most directly in this section. Taking responsibility for the cost of living and for paying bills is vital in successfully applying and sticking to a savings plan and protecting the bottom line
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D1
Key concepts
The format and structure of bills and invoices. Reading and paying bills is one of the responsibilities related to being a consumer. Complaints systems and processes.
Activity 1: Bills
Ask the class to set up a list on the board of bills they are familiar with. Ask how many students have bills they are responsible for paying? Then open the discussion to the consequences of not paying or misunderstanding any of the requirements of bills. Take note of the answers and decide whether the students awareness of the consequences is adequate or needs input. (This will help decide whether guest speakers or further research may be beneficial. Consumer Affairs Victoria may be able, as part of an ongoing program in your school, to provide a consumer advisor to speak to student groups. Your school would need to integrate the role of the speaker into your teaching and learning activities. For more information, call 1300 55 81 81)
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CONTINUED
Sample Worksheet D1. Activity 1: Checklist for the main features of a bill.
1. What is the name on the bill? 2. What is the account number? 3. How much has to be paid? 4. Is anything owing from the previous bill? 5. If concession is available, how much discount would be deducted from this bill? 6. When was the bill issued? 7. When is the amount due? 8. Where and how could you pay this bill? 9. How long was there to pay it? 10. What period does this amount pay for? 11. When is the next bill due? 12. Is this is a reasonable amount to pay? How could you check if you thought this bill was incorrect? 13. Who could you talk to if there are : problems paying this bill on time. concerns that the amount being charged is not correct.
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D2
Key concepts
Dividing a given amount in a given ratio, using mental, written and calculator techniques. Ratios, percentages and fractions. Use of approximations and mental calculation as a means of checking the reasonableness of answers.
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D2
1. Housemates Sophie, Tim and Nick go to a restaurant for dinner. The total bill was $175.00, but one of them did not eat as much or drink as much as the other two. So the friends decide to share the bill in the ratio of 2 parts to 2 parts to 1 part. How much did each person pay? 2. Sophie, Tim and Nick agree to share the costs in proportion to the amounts charged on the phone calls they each make. The next quarterly bill was for a total of $207.50. Do the calculations to determine how the $207.50 bill should be shared, if the bill was made up of: Service and equipment= $75 Sophies call charges =$54.25 Tims calls charges =$23.45 Nicks calls charges $54.80. 3. Sophie, Tim and Nick spent a total of $78.50 on a party. They invited Sophies brother, Tims two sisters, three of Nicks friends and another three people who were friends of both Sophie and Tim. Present the arguments and do the calculations to determine how the bill should be split based on the assumption that each host was paying for themselves and their friends. 4. An electricity bill of $280.65 has just arrived. It covers the period 20th April to 29th July and includes the statement The electricity cost per day is $2.80. How much of the bill should Sophie, Tim and Nick each pay, given that Nick did not move into the house until 1st June? 5. Estimate the answers to the following problems. Say whether the estimates are likely to be less than or greater than the exact answer. Divide $177.95 in the ratio 1: 8 Divide $177.95 in the ratio 4: 5 Divide $110 in the ratio 1: 3: 6 Divide $249.90 in the ratio 1: 3: 6 Divide $240 in the ratio 1: 2: 3 Divide $189 in the ratio 1: 2: 3: 4
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CONTINUED
Key concepts
Variable charges (Usage charges) as distinct from fixed charges (Services/ Equipment). Per call and per minute rates. Cost factors in accounts for home telephones. Linear algebra to investigate and compare alternatives.
Comments
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CONTINUED
Activity 3: A challenge
After completing the worksheet, D3. Activity 2: Talk time, raise the question Which plan would be cheaper if the only calls that were made were calls to same company mobiles? Students may be able to solve this question by guess and check but explain that it also provides a challenge to use skills in algebra and/or graphs or Excel spreadsheet. The challenge is to develop the two cost functions (simultaneous equations): CA = 23.5 + 0.33n and CB = 17.5 + 0.37n You can demonstrate how to use algebra and/or graphs (using Excel if appropriate) to solve the simultaneous equations and show that: CB < CA for n < 150. Similarly, algebra may be used to analyse the plans A and B in Worksheet D3. Activity 2: Talk time. For example, under what circumstances would the Plan B bill be cheaper if the only calls made were local calls? This can be solved by algebra, where variable n is the number of local calls for the plans to have the same monthly bill. Ask students if they can write down and solve the equations involved?
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CONTINUED
Monitoring the use of your home phone is just one way you may be able to cut costs and manage your spending better. You will be surprised how much money you can save over one year if you can put in some sensible limits. The tables below show two different home phone plans for the same amount of use over a period of one month. Calculate the monthly charge for each plan. Plan A Locals calls Capped STD calls Capped calls to same company mobiles Calls to same company mobiles New price 20c per call $2.25 per call between 7pm (4pm Sat) and midnight Usage one month 125 calls 18 calls 4 calls 40 min 35 min Cost per month
$2.25 per call between 7pm (4pm Sat) and midnight 33c /min (24 hrs, 7 days a week) 37c /min (24 hrs, 7 days a week) $23.50
Total cost per month Plan B Locals calls Capped STD calls Capped calls to same company mobiles Calls to same company mobiles Calls to other company mobiles Monthly line rental New price 30c per call $3.00 per call between 7pm (4pm Sat) and midnight $3.00 per call between 7pm (4pm Sat) and midnight 37c /min (24 hrs, 7 days a week) 42c /min (24 hrs, 7 days a week) $17.50 Total cost per month Usage one month 125 calls 18 calls 4 calls 40 min 35 min Cost per month
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D4
Key concepts
Per call rates, per minute rates. Variable charges (Usage charges) as distinct from fixed charges (Services/ Equipment). Estimation and calculation skills involved in these particular bills. Basic services provided by plan providers.
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4. Who uses the mobile? __________________________________________________________ 5. Who pays the bill? _____________________________________________________________ 6. How often do you use the mobile each day? _______________________________________ 7. Which facilities do you have? ____________________________________________________ (a) Which ones do you use? ____________________________________________________ (b) Which one would you use most? _____________________________________________
8. Which supplier do you use? ______________________________________________________ (a) Why did you choose this supplier? ____________________________________________ No If No, go to Q.10
(a) Which plan? _______________________________________________________________ (b) Are you happy with this plan? Yes No
10. (a) What did your Pre Paid mobile phone cost? ____________________________________ (b) What is your normal monthly Pre Paid expense? ________________________________
11. How has using the mobile changed the way you live? ________________________________ (a) Benefits? __________________________________________________________________ (b) Problems? _________________________________________________________________ THANK YOU FOR YOUR PARTICIPATION.
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D5
Key concepts
Internet supply plan details. Download rates. Estimation and calculation skills related to internet provision and services.
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CONTINUED
4. Who uses the internet? _________________________________________________________ 5. Who pays the bill? ______________________________________________________________ 6. How many times a day do you use the internet each day?_____________________________ 7. Which features and services do you ?______________________________________________ (a) Talking (b) Phone (c) Email (d) Face book/ Twitter (e) Research (e.g. school work, personal material) (f) Buy things (online purchasing e.g. eBay) (g) Downloading (e.g. movies, music, TV series) (h) Other
8. Which one would you use most? __________________________________________________ 9. Which ISP do you use? ___________________________________________________________ (a) Why did you choose this ISP? _________________________________________________ (b) What plan are you on? ______________________________________________________ (c) Are you happy with this plan? ________________________________________________
10.. How has using the internet changed the way you live? _______________________________ (a) Benefits? _________________________________________________________________ (b) Problems? ________________________________________________________________ THANK YOU FOR YOUR PARTICIPATION.
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D6
Water bills
Key concepts
ratio, cost rates (per kilolitre), flow rates (litres per minute), fixed charges and variable charges, Net Annual Value (NAV).
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CONTINUED
Working with a partner, your task is to estimate the annual amount and cost of water used by the Sophie, Tim and Nick household. 1. One person should calculate for a house with modern water-saving facilities, and no dripping taps, and a garden watered by grey water from the washing machine. 2. The other person should calculate for a house with older, more wasteful facilities, one dripping tap 3. Research and estimate the amounts used by Sophie, Tim and Nick and fill in the following tables, by agreement with your partner. House A. Modern water-saving facilities Water use Average Amount used each time (litres) Average Amount used per year per person (litres) Average Amount used per year (litres) for household of three persons
Bathtub (1/2 to 3/4 full) Average shower new AAA style Toilet modern full flush Toilet modern half flush Front loaded washing machine new AAAA style Automatic dishwasher
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House B. Older, wasteful facilities Water use Average Amount used each time (litres) Average Amount used per year per person (litres) Average Amount used per year (litres) household of three
Bathtub (1/2 to 3/4 full) Average shower old style Toilet old single flush only Older top-loading washing machine Automatic dishwasher
Dripping tap
Compare your answers for the two different houses. What is the difference in water usage over a year? See if you can find out the cost of water and use it to estimate the difference in annual costs between the two houses.
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Learning outcomes
At the end of this unit, students should be able to: discuss the advantages and disadvantages of using credit to purchase goods and services.
Useful resources
Budget planners, bank brochures, Consumer Affairs Victoria (CAV) fact sheets on credit, bank websites for interest rate calculators. Visit the Australian Securities and Investments Commission (ASIC) website. ASIC is the chief regulator for all credit matters in Australia. The http://www.moneysmart.gov.au/ site provides a range of very useful information on credit issues affecting young people.
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Background information
Young consumers face considerable pressures to consume, and to consume now, rather than later. Young people have more spending power than previous generations: the average 14-15 year old has income of over $60 a week and this amount trebles for a 16-17 year old. Once they turn 18, young people often have easy access to credit, in the form of credit cards, store cards and personal loans. Over 90% of 14-20 year olds have a mobile phone, and phone bills are a major source of financial difficulty and debt. Recent research suggests that young Australians need to improve their financial literacy in order to manage a range of costs, including higher education, housing and transport. Learning how to manage money has never been more important! Recognising scams is also an important skill for young people to develop. In 2007, 1.3 million Victorians were exposed to scams. Of these, 87,500 fell victim to a scam, costing over $150 million.
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Preparation
Teachers will need to provide students with worksheets. They will also need to provide students with teaching materials in skill areas that students have identified that they need further work in (See Activity 1).
Activity 1: Debt
Using the Consumer Affairs Victoria Website http://www.consumer.vic.gov.au and http://www.moneyhelp.org.au, students complete the credit and debt table in Worksheet E1. Activity 1: Into Debt or Not that includes: different ways that people can go into debt e.g. bills, credit, loans, mobile phones, gambling. who can provide credit . what are different types of credit/loans usually used for? For example, mortgage buying a house. which types of credit have the highest interest rates and what other fees are associated with using credit. Discuss students findings and conduct a class PMI (plus, minus, interesting) to brainstorm the positives, negatives and interesting points about debt. Ask students to reflect on what maths skills they feel they could need and/or improve on to better understand the positives and negatives of using different types of credit.
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Activity 3: Scams
Working in small groups, students investigate a scam from the list on the Consumer Affairs Victoria website http://www.consumer.vic.gov.au. They complete Worksheet E1. Activity 3: Into Debt or not: Scams and prepare a report to the class. Facilitate discussion using the following questions: How can you tell when someone is trying to scam you? What are some strategies to avoid being scammed? What maths and other skills are required to help avoid being scammed? Another suitable website to visit to assist students to compete this research is http://www.fido.gov.au/ which is the Fido consumer web site at the Australian Securities and Investments Commission (ASIC). This site also contains the Pie in the Sky awards for the most outrageous scams.
Extensions/Applications
Students find sources of information that will assist them in gaining the skills that they identified through self reflection to better understand debt and credit e.g. websites, books, and interactive materials explaining maths concepts.
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Type of credit/debt
Credit card
Store card
Personal loan
Other
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CASH CRUNCH
Young vulnerable to credit traps.
JUST like the embattled corporate sector, debt is likely to be the biggest financial issue facing young Australian adults this year. Despite falling interest rates, the costs of credit cards and store cards remain high and the potential for debt problems among young people is greater than ever before. Recent research by debt collection company Dun & Bradstreet found that more than half of Australias debt defaulters were aged under 34. The majority of defaults were for amounts less than $400, it found. AMP financial planner Mark Haynes said a default normally stayed on a persons credit report for five years. This can have serious consequences as lenders usually check a persons credit report when they apply for credit, such as for a mortgage or personal loan, he said. Existing defaults might not be deleted - even if they pay off the debt, theyll only be marked as paid, and a lender may still decline their loan application. Mr Haynes said credit cards were easy to access and were often being used to underwrite active lifestyles. ANTHONY KEANE, MONEY EDITOR The Advertiser 12 January 2009, Copyright 2009 News Ltd. All Rights Reserved Financial Planning Association SA chapter chair Kerrin Falconer said if young people could not manage their credit cards and store cards, they should cut them up and only use cash. If you dont pay off the full amount each month, you are paying interest on the interest on the interest, she said. Home loan interest rates may have come down, but credit card interest rates havent and they are around a hefty 20 per cent, depending on which card you have. Ms Falconer said mobile phone debts could easily get out of control. Watch your consumption and get it under control, she said. Make sure you read mobile phone contracts, or indeed any other contracts you take out. The fine print which may involve balloon payments for such things as car leases can often be a killer. AMPs Mr Haynes said swapping to a pre-paid mobile phone contract was a good strategy for people feeling the strain of mobile phone debt. He said another strategy to fight credit card and store card debt was to transfer the balance to a new provider who offered low or zero interest rates.
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Questions: What advice does the AMP give for getting debt under control? What is a good strategy for reducing mobile phone debt? Why do you think young people can have difficulty with debt? What do you think is meant by this statement about paying off credit card debt? If you dont pay off the full amount each month, you are paying interest on the interest on the interest Can you give an example of how this might happen?
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A scam is a scheme designed to take your money dishonestly or deceitfully, and give you little or nothing in return. Some scams are hard to pick and some con men are hard to recognise (they dont all wear cheap suits and dark sunglasses). In fact, in 2007 alone, 87,500 Victorians fell victim to scams and lost over $250 Million. Investigate a type of scam from the list on the Consumer Affairs Victoria website. http://www.consumer.vic.gov.au Complete the table below to help you prepare a presentation about the scam you chose. You may also like to use other sources of information such as http://www.scamwatch.gov.au or The Little Black Book of Scams on the Australian Competition and Consumer Commission website. http://www.accc.gov.au.
Type of Scam
Where is the scam carried out? e.g. online, letter, phone, email, fax etc.
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Preparation
Teachers will need to provide students with worksheets.
Extensions/Applications
Students must explain their answers to the first three questions by justifying their approximations and mental calculations in support of calculated values.
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Credit cards have different features and payment options. Find out about the differences in what different credit cards offer and fill in the table below. Minimum monthly payment Features e.g. interest free period, rewards program
Issuer
Interest Rate
Other fees
Using your research on different credit cards, answer the following questions. Give reasons for your answers. Which credit card would be best for: keeping in case of emergencies? purchasing items that can be fully repaid every month? purchasing expensive items? purchasing lots of items?
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TheBank
MR TYE MILLER 98 STRANGE STREET FOOTSCRAY VIC 3011
4 May 2010
01 May 03 May
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1. Use Tye Millers credit card statement to answer the following questions. a. Did Tye owe any money on his credit card at the beginning of this statement? b. What is the total purchase amount in the period shown? c. What is the total Tye had to pay by the due date to avoid any credit charges?
2. Tye paid only the minimum amount due and spent $230 in the next month. He also had a government charge of $0.73. a. How much interest was Tye charged in the next statement issued on 5 June? (Tyes account attracts interest from the statements issue date for any amount not paid by the due date.) Show your calculations. b. What was the closing balance for the next statement?
3. On Tyes card, cash advances do not have an interest-free period. Despite this, he takes out a $100 cash advance on 7 June. a. How much interest will he eventually be charged on this $100, if his next payment, made on the due date of 29 August, is for the total amount owing?
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E3
Buying on terms
Key concepts
Comparison and base line
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television company
The Y-BUY
$
PLAN 1
Pay just $699 full price and save $100.
799
The TV you want is $799!
CASH PLAN
PLAN 2
RENT AND BUY
Rent for $40 per month for one year, and we refund 1/2 the purchase price when you decide to buy.
NO DEPOSIT PLAN
Pay only $50 per month for two years.
PLAN 3
Pay only $10 deposit, and a low $2.50 per week for 360 weeks
PLAN 4
At a glance, which plan would sound the easiest to deal with? How would you choose to buy the TV? Calculate the cost of the TV under each plan? Which is the most expensive plan? What is the cheapest plan? How much more than the cash price (i.e. interest) do you pay with plans 2, 3 and 4? What is the interest rate charged on plans 2, 3 and 4 (i.e. interest as a percentage of the cash price)?
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E4
Interesting Calculations
Preparation
Teachers will need to provide students with worksheets and access to computers with Excel or similar software. Copies of the worksheet E4 - Paying off the card in the ConsumerStuff Commerce resource are required. The Consumer Stuff teacher resources can be viewed, downloaded and/or ordered from www.consumer.vic.gov.au/consumerstuff>Resources for secondary teachers. Hard copies can also be ordered by email: consumerstuff@justice.vic.gov.au
Extensions/Applications
Students investigate strategies for calculating compound interest without having to enter all the data into a spreadsheet.
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There are two main types of interest; simple interest (or flat or fixed rate interest) and compound interest (or reducing balance or effective rate interest). Simple interest is no longer used for consumer loans. All consumer loans (housing, personal and credit card) are calculated on a compound interest rate. This means that the interest is paid on the amount still owing, not on the original amount borrowed. E.g. if your loan was for $500 but you have paid $250, you will only pay interest on $250. Calculate the credit card interest charge on the following amounts: $250 for 45 days at a daily rate of 0.04452%. $350 from after 5th June until 8th August, at a daily rate of 0.04452%. Calculate the bank interest charge on the same amounts: $250 for 45 days at an annual rate of 6 % $350 from after 5th June until 8th August, at an annual rate of 8%. If the minimum amount due on a credit card is either $25 or 2.5% of the closing balance, whichever is the greater: What is the minimum amount due on a Closing Balance of $1225.00? For what Closing Balance is the minimum amount due $25? Calculate the compound interest on: $200 at 19.99% annual rate over 3 months if $30 is paid off each month. You may wish to use the table below to assist you. Opening Balance Month 1 Month 2 Month 3 $200.00 172.84 Payment $30.00 $30.00 $30.oo Amount to pay interest on $170.00 Monthly interest (19.99%12=1.67%) $2.84 Closing Balance 172.84
Calculate the compound interest on $450. Assume a monthly repayment of $30. at 16.5% over 4 months. at 9.99% over 4 months. at 6.25% over 4 months.
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You can use a spreadsheet to calculate the compound interest to help you plan how you are going to repay a loan. In the example below, Miles bought a guitar for $999 using a credit card with an interest rate of 19.99% p.a. and paid back $100 a month. It took him 11 months for Miles to pay off the guitar and he paid $83.34 in interest. Opening Balance Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Month 10 Month 11 $82.336451 $82.34 $0 $0 $0 $999 $914.0133 $827.60732 $739.75836 Payment $100 $100 $100 $100 Amount to pay interest on $899 $814.0133 $727.60732 $639.75836 Monthly interest (19.99%12=1.67%) $15.0133 $13.594022 $12.151042 10.683965 Closing Balance $914.0133 $827.60732 $739.75836 $650.44232
Create the spreadsheet required to complete the example above. Set up a spreadsheet similar to the one above to answer the following questions: Jackie bought a $650 laptop with a credit card at 13.95%. She paid off $50 a month. How long did it take Jackie to pay off the laptop? How much interest did she pay? Angus bought an $268 iPod with a credit card at 16.5%. He paid it off at the minimum monthly fee of 2.5%. How long did it take Angus to pay off the credit card and how much interest did he pay?
There are also websites such as http://www.infochoice.com.au/calculators/credit-card-calculator/ which will calculate how long it will take to pay off a loan, taking into account the interest rate, fees and minimum monthly repayments.
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Write a case study that provides advice to people in your age group about buying an item using credit. The item should be something that a young person would buy e.g. iPod, laptop, plane ticket, jeans, stereo etc. Consider the following in your case study: Choose an item that is commonly bought by young people. Look at different prices of the item and choose an item that is within the budget of a young person. . Look at different types of loans. E.g. Personal loan, credit card, store credit etc and provide advice on the best loan to take out. Consider the varied interest rates of different providers and the fees that go along with certain loans and cards. Consider different payment scenarios. E.g. If the person can only afford to pay back a small amount each month, or if they can afford to contribute a bit more to pay off the loan faster. This may alter your advice on the type of loan that they should take out. When you are finished, present your case study to the class, providing advice to young people on taking out loans and using credit. You could support your presentation by using posters, electronic tools such as video, digital story, PowerPoint, Word or graphics.
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E5
Cars cost
Extensions/Applications
As support and extensions to the earlier work in Section C. Budgeting to balance income and expenses, you could ask students to investigate the different types of loans that can be used to buy a car and the different interest rates and fees that go along with them. Support material for this activity can be found on pages 23 to 24 in the section called Loan repayments and Worksheet B: Loan Calculations in Car Costs II (Tout, 2007).
References
Tout, D. (2007) Car Costs II: a numeracy workbook, CAE: Melbourne.
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Work with your group to prepare your answers and explanations to the following questions. 1. Nik wants to buy a car on terms, but his current budget only allows for monthly repayments of $250.00. The second hand car dealer has a policy that terms should be at 8% flat rate and should never extend beyond four years. Part of the sales pitch is that 8% is about the same rate as that currently quoted by the major banks. a. What size loans are within Niks budget? b. Nik believes the bank might be prepared to extend the personal loan up to $4,000.00. What financial advice would you give him? c. What other legal and technical details should Nik check before he signs any deal?
2. The following extract was taken from the Consumer Affairs Victoria website (www.consumer.vic.gov.au) If you buy goods, services or land now but agree to pay later and are charged extra for this, you are being provided with credit. All banks and other credit providers are now required to give consumers a clear idea of how much theyre really paying for their credit. This is called the comparison rate. It includes both the interest rate and the fees and charges, reduced to a single percentage figure. a. How could knowing about this requirement have assisted Nik in deciding which deal to accept?
3. Sophie has been offered $2,000.00 for her old car in a private sale and $2,500.00 as a trade in on a new car with a retail price of $20,500.00, including all on-road costs. a. Terms for paying for the new car would be 36 monthly instalments of $620.00. How much would she end up paying if the trade in value was used as deposit? b. Alternatively she could sell the old car privately for $2,000.00 and pay the additional $18,500.00 using a bank loan guaranteed by her sister Nina. The bank would charge 9% per annum interest, calculated monthly, and she could repay $620.00 per month until the loan was paid off. Would this be a better deal? Include calculations using either: the approximate formulas, or a spreadsheet, or the Savings calculator on the web site www.choice.com.au. The direct URL is: http://www.infochoice.com.au/distributions/ASIC/Calculators/MultiLoanManager/index.asp#SectionB
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Learning outcomes
At the end of this unit, students should be able to: Read and understand about different types of products (mass and volume), and to learn about quantities and how they are measured. Describe different styles and shapes of packaging, and what factors impact on packaging. Extend their understanding of value for money in relation to packaging of goods. Understand whether it is cheaper to make your own products/goods and why or why not.
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Background information
In relation to measurement of goods, from July 2010 trade measurement became the responsibility of the National Measurement Institute (NMI), a division of the Department of Innovation, Industry, Science and Research in the Australian Government. NMI is responsible for maintaining the primary standards of measurement. Their website is: http://www.measurement.gov.au/ There are different standards for different products in relation to the acceptable quantities in a product, and these are all based on different sampling processes. In a number of cases the shortfall provisions have stipulated that a deficiency from the quantity stated on the label should not exceed more than 5 per cent in any one package or that there can be no average deficiency from the quantity stated on the label within a sample of randomly selected packages. On a simplified level this could be used as the basis for some of the student investigation in the unit. More detailed information is available via the above website.
Reading
You could use the article about product packaging published by Choice in their magazine of July 2010. It is titled watch this (empty) space (Choice, 2010 pp 17-19). The article addresses a number of issues covered in this section.
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F1
Preparation
You need to prepare the following sets of materials. A collection of different packaging products and containers some need to be full (for measurement of weight/mass) and some empty (for measurement of volume/capacity). Examples of suitable products include: drink containers (bottles. plastic containers, packets); food containers (tins, bottles, jars, packets); shampoos and conditioners; car product containers (oil etc.). Breakfast food packets and biscuit packets are often good types of cardboard based products to use here. Collect for yourself a set that are different sizes and capacities these will be supplemented by what students bring in from home, but a collection of different shapes is a good starting point. Prepare labeled handouts for students to document their activities see samples below. Sample worksheet F1. Activity 1A: Guess the weight and Sample worksheet F1. Activity 1B: Guess the volume. Measuring equipment scales for measuring weight (reasonably accurate digital kitchen scales are best), measuring jugs for measuring volume.
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There are likely to be some questions that arise and/or that you should pose. These include: What is the difference between mass and weight? What is the difference between volume and capacity? What units apply to which? How do the units relate to each other?
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Which units are most unlikely to be used? Why? If the class has access to a computer and the internet you could get them in small groups to research these questions and then ask them to report back to the whole group. After you have been through the products and summarised the results look at the metric units used and make sure students know what they all mean, how they relate to each other, what abbreviations we use etc. Cover the following: The metric system of units and their abbreviations for mass (g and kg) and volume/capacity (mL, L, cc). Conversions between units (provide some classroom lessons, activities and worksheets if necessary) Recognising that: 1 cc = 1 ml ( 1 cc ice cube melted gives 1mL). 1mL = 1 g of water 1 kg = 1L of water (so milk cartons are weighed to check for the litre)
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Discuss why the different products might be shaped the way they are. Pose questions that get them to think about the reasons. For example: Why might some products have straight sides rather than curved? What are the advantages and disadvantages of both? Think of packing reasons as well as aesthetic and advertising reasons. Why are some curved shapes not cylinders while some are? Use the activity to reinforce students understanding of 3-D shapes, in particular the fact that like people there are family names and individual/ nick names (e.g. family name prism ,individual name circular prism, popular name cylinder or family names prism ,individual name rectangular prism, popular name box or family name pyramid ,individual name circular pyramid, popular cone)
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CONTINUED
Activity 2B: Guess the Capacity (Volume) Use a set of empty liquid containers with varying capacities and label them accordingly and ask students to guess their volumes first and enter their guesses on the worksheet (see Sample worksheet F1 Activity 2B: Guess the Capacity/Volume), then they can use the measuring cup and water to actually measure the containers volume/capacity.
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F2
Preparation
You need to prepare the following sets of materials for Activity 1: How much empty space? Sets of some different products (in cardboard packaging usually) that have a difference between their full capacity and their actual contents. This should include some goods that settle once packed or ones that have a lot of internal packing or empty space e.g. breakfast cereals, some biscuits, software boxes. Include different shapes and types most will be rectangular prisms but some cylindrical shapes would be good e.g. something like Pringles chips. Prepare labelled handouts for students to undertake F2 Activity 1: How much empty space. You also need to prepare the following sets of materials for Activity 2. How much do you get? Sets of 3 or 4 packets of the same brand and size of products that are sold by weight enough sets for small groups of 3 or 4 students. You could ask the students to bring them along to the class. You can double up and use some of the same products in the first set above. Example of suitable products to use include biscuits, sweets and loaves of bread Prepare labeled handouts for students to undertake the activities in F2. Activity 1: How much do you get? Measuring equipment scales for measuring weight
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Extensions/ applications
Design and make a new package for a particular existing product that holds a different amount. For example design and make a new breakfast cereal packet that holds 500 grams rather than, for example, 375 grams; design and make a new Pringles chips container that holds 250 g rather 190 g. Investigate wasteful packaging of non-food goods e.g software. Ask students to think of examples and see if they can investigate and record what they find. What are the regulations regarding packaging and weights/volumes you get for different products?
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CONTINUED
You might have noticed that sometimes when you buy a product there is a large amount of packaging and lots of wasted space. This is sometimes very obvious, like in some toys and games or when you buy a software package that only has a CD or DVD inside quite a large box. In this activity you are going to compare the volume of the contents of a few packages with the actual possible volume that the package could hold, and use that information to see how much of the packaging is empty or wasted. Work with a partner or a small group of other students. Your teacher will have asked you to bring some products from home or the teacher will have provided you with some samples to use. For each packet you need to: Open up each package carefully without removing the contents so that you can estimate and calculate what fraction of the actual package the contents take up. You will need to do some measurements and calculations to work this out. So make sure you have a ruler available and probably your calculator. When you first open the packet, note where the contents come up to. You can make some marks on the packaging to help you measure the dimensions and calculate the volume. After you have marked the container, you can take out the contents so you can make your measurement. Keep the contents you may need to use them in the next activity or class. You also need to measure the dimensions of the whole packet, container or box and calculate the total available volume of the packaging. Below are two formulae that you might find useful for working out the volume of different shaped packaging that you might meet. A rectangular prism (or box) Volume = Area of base x Height Volume = L x W x H
Height, H Height, H Length, L Length, L Width, W Width, W
A cylinder
Radius, r Radius, r
Height, H Height, H
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.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... Can you think of other examples where this happens? .................................................................................................................................................................................... ....................................................................................................................................................................................
Note: This is the percentage empty not the percentage full. Make sure you take the percentage full away from 100% if you have worked out the percentage of the packaging that is full.
1
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CONTINUED
In this activity you are going to compare the actual weight of the contents of a package with its stated amount. Work with a partner or a small group of other students. Your teacher will have asked you to bring some products from home or will have provided you with some to use. You need about 4 packets of the same brand and size (biscuits or sweets are good). Part A. For each packet you have you need to: take the actual food item out of its packaging use the kitchen scales to weigh the contents of each packet you need to record the results in the table below work out the averages and the differences. After completing the task and checking with the teacher that you have finished, maybe you can share the food around to eat.
Packet 2 Packet 4
Average Percentage difference = Summary of your results. What did you find out about the packets weight? ......................................................................................................................................................................................... ......................................................................................................................................................................................... ......................................................................................................................................................................................... Part B. In the second part of this activity, you need to: find out the price of the food research how the products unit cost is calculated (visit a supermarket or visit online supermarkets - see list at end of the worksheet). calculate the unit cost for your product. compare your products unit costs with other similar products but a different brand. record the results in the table opposite. After completing the task and checking with the teacher that you have finished, maybe you can share the food around to eat.
consumer affairs victoria
Average difference =
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CONTINUED
Unit cost: Compare your products unit costs with at least two other similar products but a different brand. Item: Brand: Net amount: Unit cost: Which product had the lowest unit cost? ....................................................................................................................................................................................... ....................................................................................................................................................................................... Price: Item: Brand: Net amount: Unit cost: Price:
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F3
Preparation
You need to prepare the following sets of materials. Information or recipes about foods that can be easily prepared or purchased such as pizzas (from a pizza restaurant or from a supermarket), orange juice, biscuits, cakes, hamburgers. If you are going to get the class to make any such food items, you will need to organize the access to a kitchen and work out how you are going to provide the ingredients. Students could contribute the money to cover the costs which would enable the introduction of some budgeting and pricing calculations.
Discussion
Get each group to report back to the whole group. Are they surprised by the results? Why might this be the case?
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CONTINUED
What is/will the final weight of your home-made version be? If you actually make something, weigh it after you have cooked it. What is the cost of buying all the ingredients for your homemade version? Attach your calculations to the worksheet. What is its cost per unit of weight (e.g $ per kilogram) for your home-made version? Which product is cheaper? Summary of your results. Is it cheaper to make you own product or to buy commercial products? Why do you think this is the case? Are you surprised? ....................................................................................................................................................................................... ....................................................................................................................................................................................... ....................................................................................................................................................................................... .......................................................................................................................................................................................
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F4
Assessment task 1
A possible assessment task that would pull together all the knowledge and skills would be to ask students (individually or in teams) to investigate one product type (e.g. breakfast cereals; high energy drinks; shampoos; fruit juices) and report against the following questions and issues: Describe the range of types and sizes of the packaging (in terms of shape and amount (mass or volume). Describe how the shapes of the packaging are used (e.g. for packing purposes, for eye-catching advertising purposes). Compare the different brands and sizes of packaging in relation to value for money (amount per price). They could produce the report in a written report, as a PowerPoint, as a poster, or as a digital story.
Assessment task 2
Another possible assessment task that is a variation on the above would be to ask students (individually or in teams) to investigate cardboard packages in terms of the nets of their 3-D shapes. For example, students could investigate the different sized packages of the same brand and type of breakfast cereal. They could take apart the packets and investigate how they are constructed. You could ask them to create their own packaging for a different size to one that exists? For example create a new box that holds twice as much (has twice the volume)? Or they could be asked to design a new (breakfast cereal) product and design new packaging let students work in teams and use their different skills jointly to create a new product (the name, the size of the packet, what price they will charge, how they will market it). This is an opportunity to integrate the activity/task with literacy skills too.
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Background Information
Gambling is any activity where money (or anything of value) is put at risk on an event of uncertain outcome that relies, in part or entirely, on chance. Gambling includes: Gaming where the outcome is decided largely by chance. Examples include lotteries, pokies, bingo, Scratchies, casino and card games. Betting or wagering on the outcome of a future event. Examples include horse racing, sports betting, Internet betting and TAB betting. Speculation such as gambling on the stock market. Appropriate definitions for teachers to use and refer to are: Responsible gambling Responsible gambling is about minimising harm caused by problem gambling while accommodating those who gamble without harming themselves or others. Problem gambling Problem gambling is defined as behaviour characterised by difficulties in limiting money and/or time spent on gambling, which leads to adverse consequences for the gambler, others or for the community.
Useful Resources
www.problemgambling.vic.gov.au www.justice.vic.gov.au >gambling and racing> responsible gambling www.youthgambling.com www.betterhealth.vic.gov.au www.olgr.qld.gov.au/responsibleGambling/educationInfo/schoolStuff/schoolstuff/index.html www.olgr.qld.gov.au/resources/resGambling/index.shtml www.austgamingcouncil.org.au It is illegal for anyone under 18 to gamble, including on Scratchies and Lotto. In 2006 the Department of Justice published Problem gambling: a guide for Victorian schools (copies can be obtained by visiting www.problemgambling.vic.gov.au/contact-us). It cites a 2000 study that found that 41 per cent of year 8 students had gambled in some form over the past 12 months. Scratchies and lotto are the most common forms of gambling for young people. In the same study close to 50 per cent viewed gambling as a way to make money. The guide cites research that suggests that problem gambling in adolescents may be more prevalent than the adult population. Clinicians claim that these gamblers rarely identify as problem gamblers, possibly because the stereotyped gambler has little in common with an adolescent. Young problem gamblers are more likely than non-gamblers to report higher rates of depression and anxiety, participate in risky behaviour such as alcohol or drug use, be involved in crime and develop problems with family and friends. It has been shown that young adolescents are generally still forming their attitudes to gambling, leading to early intervention as a strategy to reduce problem gambling. Issues raised in this section may lead to notice of problem gambling in students or within students families. Any issues should be handled with sensitivity. Gamblers Help Line is 1800 858 858. Kidshelp Line www.kidshelpline.com.au or 1800 551 800
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Nature of chance
Key Concepts
chance and associated terms such as luck, likelihood and risk identification of events as more, less or equally likely description of probabilities in terms of chance and a number between 0 and 1 Expression of chance as a long term expectation
Preparation
A sheet of 8 rows of 25 squares that can be cut up by students
Introduction
Discuss with students the every day language of chance, including luck and risk and phrases such as more, less or equally likely. Use examples to illustrate the discussion Exercises 1 and 2 could be completed independently and then in a group, reaching group consensus. Students would need to defend choices and be persuaded to change assessments, introducing the estimative nature of chance Exercise 3 could be completed independently Exercise 4 should be completed in a group. Part iv), Exercise 5 and Exercise 6 could be discussed as a class. This should include identification of independent trials. Students may need assistance in recognising the long term nature of odds and reasons for the difference between the theoretical probability and the actual outcomes.
Class work
Extension/Revision
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Nature of chance
Exercises
1. a) Rate each of the following as a having a certain, excellent, very good, good, fair, poor or no chance of occurring Event i) A throw of a pair of dice showing 8 ii) The sun rising tomorrow iii) Winning Tattslotto iv) Socceroos winning the next World Cup b) Choose three of the statements and explain why you assigned the rating that you did. If you assigned certain or no chance to anything, explain why. Chance
2. a) Rank the following events from least likely to most likely, by placing them on the line below. Some events could be equally likely no chance certain
Drawing from a well shuffled pack of cards (no joker): a 3, an ace of hearts, a red card, a picture card
c) Compare a higher ranked event to a lower ranked event. Does this mean that this is how things would actually turn out? 3. Imagine that we assigned 0 to something that we thought had no chance of happening at all (impossible) and 1 to something certain: 0 1
Example: something halfway along the line would be assigned V. We could say it had a 1 in 2 chance of occurring. V is equivalent to 50%. We might say it had a 50% chance of occurring. Note it also has a 50% chance of not occurring.
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Nature of chance
i) What percentage would we assign to something: 1/4 of the way along the line Answer: _____________ 3/4 of the way 1/5 along the way Answer: _____________ Answer: _____________
ii) Express the fractions as chances e.g. 1 in 2 chance of occurring. Now express each of them in terms of not occurring.
4. Take a sheet of 8 rows of 25 squares and cut up the sheet into individual squares. You should have 200 squares. For the following activities, you will need coloured pencils and an eraser. In Victoria, players of scratch-it games or Scratchies have roughly a 1 in 4 chance of winning a prize. Imagine that a coloured square in your group of squares represents a ticket with a prize and the uncoloured squares represent tickets with no prizes. a) i) Colour in enough squares to represent a 1 in 4 chance of winning a certain prize. ii) What chance is there of not winning? Answer: ___________ iii) Put the coloured and uncoloured squares into a container, for example a pencil case. Take it in turns to draw out a square. Replace the square drawn out before completing the next trial. On a separate piece of paper, draw up a table with the following headings and use it to record the empirical result from each trial: Trial Number Example: 1 White Square Coloured Square
Complete 50 trials and take a summary total. Then complete another 50. Complete the following summary for the first 50 trials and then for the total 100: 50 Trials Coloured squares drawn Percentage coloured squares Percentage white squares drawn 100 Trials
iv) Does the summary of the empirical results of your trials in iii) reflect the theoretical 1 in 4 chance? Was the 50 or 100 trials closer?
5. If each individual trial has a theoretical 1 in 4 chance of a prize, how is it possible to get a below average total in practice? 6. Does a 1 in 4 chance of winning mean that every 4 tickets bought should include 1 ticket with a prize? Explain
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CONTINUED
Nature of chance
Extension/revision activities
1. Assign probabilities to the ranking in Exercise 2 above. 2. Using the squares developed in Exercise 4 above:i) Vary the colours to show different value prizes, reflecting the realistic scenario of more minor prizes than major. Draw up a key showing the value of each colour ii) What is the chance of winning each kind of prize you have allocated? 3. i) How would the chances of winning a prize in Exercise 4 be affected if the drawn square was not returned to the container? ii) Imagine that the container was a newsagency and squares were tickets sold and removed from the pool. How aware would any customer be of their chance of winning a prize?
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G2
Key Concepts
chance, luck, including lucky streak and risk independent trials description of probabilities in terms of chance and a number between 0 and 1 probabilities concerning outcomes involving two dice, or two coins A pair of coins and a pair of dice should be made available to each student or student groups Discuss with students the every day language of chance and the notion of a lucky streak. Ask students if they have ever experienced a lucky streak and if there was any cause of this streak and whether they felt they had any control over the streak. At the end of the lesson, ask the class if their perceptions of luck and lucky streaks in games of chance have changed Exercise 1 could be completed independently or with a partner and exercise 2 could be completed independently and then the results used for a class discussion on luck For Exercise 3, students may underestimate the chance of a HT or TH as they view this as one outcome rather than two. Thus they may overestimate the chance of getting TT or HH. Understanding could be assisted by asking students to imagine that one coin was coloured red and the other green. 3d) could be discussed as a class. Make sure that students understand that each trial is independent and what an independent trial means.
Preparation
Introduction
Class work
Extension/Revision
Exercise 4 could be completed independently or in groups. Ask students to provide answers and explanations
Assessment for learning:- Exercises 1 and 2 can be used to make students aware of current assumptions. As students test theoretical and intuitive probabilities they refine their thinking. Vary the numbers given for exercises. Ask students to reflect on their learning independently after class discussion.
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Exercises
1. a) Toss a coin 20 times and record the results of each trial on a separate piece of paper with the following headings Trial Example: 1 b) i) What was the total number of tails? Answer ________ ii) What was the total number of heads? Answer ________ iii) Describe the pattern of outcomes. Head Tail
2. a) Now toss the coin again 35 times and attempt to predict the outcome. You will need to add an extra column to the table, headed Prediction b) How successful were you in predicting the outcomes? c) In these kind of trials, is there any reason why any one person could predict the result better than anyone else? Why?
A simple way to express the chance or probability of a particular event is to compare the number of ways something you want can happen to the number of possible ways something can happen:Probability of a particular event = Number of successful outcomes Number of possible outcomes
For example, with a coin, there is one way to get a head (it lands heads) but two possible outcomes (heads or tails) so the probability of a head is V or 0.5 or 50% or a 1 in 2 chance. 3. A game called Two-up is offered at most casinos. In its most basic form, two coins are tossed and players bet on either two heads (HH) or two tails (TT). If the result is one head/one tail (HT) or one tail/one head (TH) the coins are tossed again. All bets are frozen after the first (HT or TH). Complete the following to examine why the casino would only allow bets on two heads or two tails. a) List all the possible outcomes of tossing two coins b) Calculate the probability of tossing either of HH, TT, HT or TH. What is the probability of tossing a head and a tail in any order? c) Why would a casino disallow a bet of one head and one tail? d) If someone playing two-up and betting TT, had a run of HH, is there any reason to believe that their luck would soon turn around? Why?
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Consider the roll of a die. There are six numbers, so the probability of getting any one number = 1/6. If a pair of dice are rolled, there are, for example, 2 ways of getting a total of 3; rolling Die A: 1 and Die B: 2 or Die A: 2 and Die B: 1. There are 36 possible combinations from rolling two dice, so the chance or probability of rolling a total of 3 is 2/36. However there is only one way of rolling a total of 2,that is, rolling Die A: 1 and Die B: 1. The probability of a total of 2 would be 1/36. 4. a) Imagine that you were invited to play a game where you could bet on the roll of a pair of dice. You could bet on the roll showing any total under 7 or you could bet on it showing a total over 7. A total of 7 results in the house winning all the bets. Based on your first intuitive reaction, how would you rate your chances of winning? (Circle one) Excellent Very Good Good Fair Poor b) Using two dice to assist you, draw up a table like the one below to show the number of ways that each of the totals (2 12) can occur on any roll the first two are done for you: Dice Total 2 3 and and Combinations Total ways 1 2 Probability 1/36 2/36
c) i) Add up the probabilities for rolls under 7: ____ and for rolls over 7: ____ ii) Why would the house make a rule that a total of 7 results in the house winning all the bets? i) What is the chance of the house winning on any one throw? Answer: _____ ii) Express this as a percentage: _____ (iii) Is it more or less than half?: ______ iv) Express this in terms of chance of loss for the player: _________ d) The game described in a) above is called Under 7/Over 7 and is played in some casinos.
e) Would you change your rating of your chances now based on these calculations? Why? How would you rate your chances of losing? Probabilities in these kind of contexts could be thought of as long term averages or long term expectations 5. Test these theoretical probabilities by rolling a pair of dice a number of times, keeping a record of the trials and their outcomes on a separate sheet of paper. For each dice total, state whether overall it occurred more or less than its expected probability. How would you explain the difference?
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Extension/revision activities
1. Two-up is a game offered at many casinos. Usually casinos build in a house edge where their chances of return over the long run are greater than the players. At most casinos the house edge for two-up occurs through the house taking all bets if a HT or TH shows five times in a row. What is the probability of this occurring? Hint: Think of the number of ways this could occur and multiply each over the number of trials. 2. Imagine that an Under 7/Over 7 game at a casino offered a $2 return for a $1 bet. a) If you played 36 games, how much would it cost? b) What is the theoretical probability of winning over 36 games? c) How much would you win if you won that many games? d) How much would you have spent? e) Would you be behind or ahead? f) What is the total amount won as a percentage of the total spent? g) Out of every dollar spent, how much on average would you expect to get back?
3. Consider this scenario: A casino is offering odds of 180:1 for rolling 3 dice and getting a specific triple, meaning that a $1 bet would return $181 ($180 + original $1 bet). Does this sound attractive? a) Calculate the chance of rolling a specific triple from 3 dice. Why does the casino offer such a high return for this outcome? b) Are these odds in the gamblers favour or the casinos? Hint: Look at the working for Question 2 above and apply similar thinking to work out if over 216 games the gambler would expect to be behind or ahead?
4. At Crown Casino, a more complex version of Under 7/Over 7 is played, called Craps. The person rolling two dice is called the Shooter. The first roll of the dice by the Shooter is called the Come Out Roll. A number of bets can be made. Place Bets for example, can be made on any of the point numbers (4, 5, 6, 8, 9, 10) at any time. The bet wins if the number bet on comes up before a 7 is rolled (losing if a 7 is rolled), however they do not win or lose on the Come Out Roll. Source: www.crowncasino.com.au a) It is common for players to wait until the Come Out Roll is finished before making Place Bets. Does the total of the Come Out Roll give any clue as to what the next roll might be? b) If a bet is placed on the Win Line before the Come Out Roll, and the Come Out Roll is a point number, the Shooter must roll that number again to win before rolling a 7. Imagine that a 5 was rolled. What is the probability that it will be rolled again before a 7? What is the probability that a 7 will be rolled first? c) A Hard Way is a bet on 4, 6, 8 or 10, with the bet being that the number be thrown as a double before it is thrown as a 7 or the total is thrown the easy way (i.e. any other way). Which of these numbers has the greatest chance of throwing a double? d) In Craps certain bets on one roll are allowed, for example a bet on the next roll being a 7 pays odd of 4 to 1, meaning that a $1 bet would return $5. Calculate the expected return, using the formula ER = probability x return.
Gamblers Help Line is 1800 858 858. Kidshelp Line www.kidshelpline.com.au or 1800 551 800
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G3
Key Concepts
chance, luck, including lucky streak and risk independent trials description of probabilities in terms of a number between 0 and 1 and in terms of chance. Outcomes involving two dice, or two coins Poster paper could be supplied for the extension activity. Make sure that students can express simple probabilities as a number between 0 and 1. Discuss with students that casinos are a business that need to cover their costs and make a profit. Exercise 1 could be completed independently Exercise 2, could be completed in groups and be followed by a class discussion on entering raffles for charities and whether expectations should be to win a prize or to support a cause with what is likely to be just a donation.
Preparation
Introduction
Class work
Extension/Revision
Exercise 3 could be completed independently Ask students to provide answers and explanations
Assessment of learning:- Use the introductory activities to gauge student skills and knowledge; as students debate results in groups they show evidence of refinement of thinking; ask students to reflect on what they have learnt; and vary the numbers given for exercises and comparisons made.
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Exercises
1. Roulette is a common casino game. It involves betting on a ball on a spinning wheel landing on a particular number or colour (red or black). A bet can be placed on 1 number (straight up) or the ball landing on one of a particular selection of numbers. Crown Casino offers the following odds based on a layout of the numbers in a 3 x 12 table: 1. One number, straight up, including zero; 35-1 2. Two numbers, split; 17 1 (ie bet on two adjacent numbers in the same column) 3. Three numbers, street; 11-1 (ie bet on three numbers in a particular row) 4. Four numbers, corner; 8 1 (i.e. bet on 4 adjacent numbers in 2 rows and 2 columns, or on 0, 1, 2 and 3) 5. Six numbers, six-line; 5 1 (i.e. numbers in two adjacent rows) 6. Column, 12 numbers; 2 -1 7. Even, odd, red, black, 1-18, 19-36; 1-1 Source: www.crowncasino.com.au All casinos build in a house advantage. Crown includes a zero on the wheel and when the ball lands on zero, all bets on the columns, dozens and even chance (any section marked even, odd, red black 1-18 or 19-36) lose. a) Why is this an advantage to Crown? b) Odds of 35-1 mean that if you bet straight up on roulette, you would return $36 per $1 bet (for a $1 bet this would be $35 plus the $1 bet). There are 37 numbers (0-36) on the wheel so the probability is 1/37. The expected return (ER) can be calculated by this formula: ER = Probability x return For example, for straight up bets, ER = 1/37 x 36 = 97.3%
ii) Is it possible to beat the house in the long run? c) Crown makes available a score card, so players can keep track of the numbers that come up. Consider someone who keeps score and notes that red has come up 8 times in a row, versus someone not keeping score at all. The scorer decides that black must be due and bets heavily on black. Does the scorer have an advantage?
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CONTINUED
2. BoysTown is a charity that helps disadvantaged young people and families. It regularly runs lotteries in Victoria, the ACT and Queensland. For example, a typical lottery may have a maximum 310 000 tickets at $15 each, with a first prize value of $1, 489, 679 a) Calculate the probability of winning first prize with one ticket. Express this as a percentage. b) What percentage chance is there of not winning? c) If you bought every ticket in the pool, how much would you spend? d) In one BoysTown lottery, if you bought 10 tickets and won first prize, you would win an extra prize worth $138, 000. i) What is the first prize value with the extra prize added? Answer: ______ ii) How much would 10 tickets cost? Answer: ________ iii) Calculate the probability of winning the first prize with 10 tickets instead of 1. iv) By how many percentage points do chances improve by spending $150 rather than $15? Would it be worth spending an extra $135 to go for an increased prize value? Why? v) In this particular lottery, if you bought 2 tickets and one of them won, the first prize value would increase by $41, 279. Would it be worth spending double in order to go for the improved prize value? Why?
3. Poker machines By law, each electronic gaming machine in Victoria must return to players a minimum of 87% of all monies gambled over a specified period of spins. This does not mean that every time a player spends $10, they are guaranteed an $8.70 return. It simply means that on statistical expectation each electronic gaming machine will have paid out the minimum percentage over a 12-month period. This takes millions of games. Poker machines have random number generators. This means that each number that appears on each reel is entirely random and independent of any other reel and any other spin. Each machine has an information (i) button, which when pressed, will show a button to press for Game Information. When this is pressed, the odds of winning the top five and bottom five combinations are shown. For a typical poker machine: Prize Value in Credits More than 500 credits 200 to 499 credits 100 to 199 credits 50 to 99 credits 20 to 49 credits 10 to 19 credits 5 to 9 credits 1 to 4 credits
consumer affairs victoria
Chance of a Prize in a Single Play Line (including scatters) One Chance in: 10 198 2 669 1 458 450 246 106 53 10 Need consumer help? 1300 55 81 81
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4 784 490 45 9
Source: Can you win, Really Win on a poker machine? Pamphlet from Gamblers Help This means that at these odds you have to play 7 games in a row to have a 50:50 chance of winning 4 credits a) If a credit was worth 5 cents, i) How much would 7 games cost? Answer: ________ ii) How much would a win of 4 credits be worth? Answer: _______ At the above odds, you would have to play more than 7000 games in a row to have a 50:50 chance of winning 500 credits. b) If a credit was worth 10 cents, i) How much would 7000 games cost? Answer: _________ ii) How much would a win of 500 credits be worth? Answer: ___________ c) Imagine that 5 of a kind on a 20c machine paid 100 credits i) At the chances quoted above, you would expect to win once in 4, 784 games. Compare the cost of these games in total to the total won
ii) Many gamblers feel that 3 of a kind is almost 5 of a kind. Explain why this is a fallacy, using what you know about chances of winning.
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CONTINUED
Extension/revision activities
1. a) If you bet $1 000 on roulette, what is your expected $ return? Use the formula ER = 36/37 x amount bet b) How much do you expect to have if you bet your whole return again? c) How much after 10 such bets? d) After how many bets will you have: i) $500 left? ii) $5 left?
2. Using a mathematical example that you have constructed, make a poster for youth showing that it is unrealistic to expect to make money from casino games. Gamblers Help Line is 1800 858 858. Kidshelp Line www.kidshelpline.com.au or 1800 551 800
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G4
Key Concepts
Non-random event Odds, how to calculate them and what they mean The relationship between odds and return and odds and probability The relationship between non-random events and probability Make sure that students understand simple probability, including how to express the probability of an event as a number between 0 and 1, including as a fraction and percentage Exercise 1 could be completed independently and Exercise 2 could be completed in a group, reaching group consensus. A recorder could be assigned the role of keeping track of reasons given for choices made. Exercises 3 and 4 could be completed independently or with a partner. Exercises 5 and 6 could be completed independently and then be the basis of a class discussion on non random events Ask students to provide answers and explanations
Introduction
Class work
Extension/Revision
Exercise 1 could be discussed in class before students continue on. A selection of new material could be completed with the class throughout the exercises, to gauge student confidence with the problems. As students debate results in groups and in class discussion, they show evidence of refinement of thinking. Ask students to reflect on what they have learnt. Vary the numbers given for exercises
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G4
Exercises
Non-random events are events which have an element of chance, but which are not solely determined by chance. Lots of events rely on skill as well as chance to determine the outcome. For example, a roll of a die is pure chance. There is no extra information that can be used to predict the outcome, and the probability of any outcome is always the same.
Exercises
1. Identify which of the following events are purely random or non-random: Event A horse winning the Melbourne Cup Getting a 21 in the game of blackjack Getting a red 7 on the roulette wheel Your favourite film actors next child being a boy Random or Non Random? Event An AFL team winning the AFL premiership two years in a row India winning the one day series Winning third division in Tattslotto Drawing a red ball from a sack of 40 green balls Random or Non Random?
2. a) List the teams that you think will be in the final 8 for the AFL next year. b) Revise this list to the final four and then the likely Grand Final contenders Final Four: ________________________________________________ Grand Final: _______________________________________________
c) List factors that influenced your decisions in a) and b) above. d) Is the probability that a given team will reach the grand final fixed over the season? Why?
Odds
Quoting odds is another means of describing the probability of a non-random event, which tries to take into account the other factors and information that might affect the likelihood of the outcome. Whereas probability is the likelihood of one outcome out of the total possible outcomes, the odds are the number of favourable outcomes compared to the number of non-favourable outcomes. Odds for = number of favourable outcomes : number of unfavourable Odds against = number of unfavourable outcomes : number of favourable Lets say for the Melbourne Cup a bookmaker lists the following horses, and their odds for winning:
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Horse 1. Banana Bender 2. Go Slow 3. Exciting Show 4. Max the Axe 5. Please Release Me 6. The Shuffler
Horse 7. Living in the 70s 8. We are the Champions 9. Oppression 10. Singularity 11. Yes Minister 12. Far Lap
Odds of 3-2 for Go Slow means that over 5 races against this field, the horse would probably win 2 of them and lose 3. Go Slow looks like a favourite. At odds of 3:2, its odds are short and it is likely to win. To convert the odds to a probability: convert the odds against to a fraction less than 1 (where the odds are in terms of against a win. Odds in favour of a win would convert to a fraction greater than one and are referred to as odds on); use the formula P = odds/(1+odds) So, for Go Slow, the odds fraction is 2/3 which is 0.666. The probability of it winning is therefore P = 0.666/(1+0.666) = 0.666/1.666 = 0.40. The probability of it losing is still 0.60. Compare Exciting Show. Its odds are long and the probability of winning is 0.0097 or less than 1%. Each of the following racing exercises relate to the horses listed above. 3. a) For the horses listed above, convert the odds against into probabilities of winning (and losing) and rank the horses from most likely to win to least likely to win. Horse 1. 2. 3. 4. 5. 6. Odds 2-1 3-2 102-1 7-2 5-4 22-1 Probability Win/Loss Rank 7. 8. 9. 10. 11. 12. Horse Odds 71-1 11-2 4-1 7-1 13-3 9-1 Probability Win/Loss Rank
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b) Are these probabilities true probabilities in the sense that the probability of a head landing up from the tossing of a coin is V? __________________________________________________________________________________ c) Add up the probabilities of winning. Answer: ____________ d) How much greater than 1.0 is the total? Answer: ____________ This margin represents the profit margin for the bookmaker. For example, if the total probabilities were 1.20, this represents a 20% profit margin for the bookmaker.
What is the profit margin for the bookmaker in this race? Answer: _______ This is much higher than typical margins of 15 -20%. Note that casinos also factor in profits when setting odds. The return on The Shuffler at odds of 22-1 will be quoted as $23.00, that is, $22 for every dollar bet plus my original bet. Thus if I bet $10, I would win ($10 x 22) + $10 = $230. If The Shuffler loses, I lose $10. 4. a) If $16 was bet on Oppression, how much would the winnings be? ________ b) What are the chances of losing the $16? __________ c) What is the return offered on We are the Champions? ___________
5. A gambler tells you that he has ranked the horses and is going to bet $5 on each of the top four horses to win. He tells you that this should increase his chances of making some money. a) How much would he lose if none of the horses won?: ________ b) Fill in the following table and use the results to write advice for the gambler on his strategy Horses ranked 1 to 4 Odds Return Return on $5 bet Amount gained/lost on $20 outlay
Advice: ______________________________________________________________________________ 6. Prior to the race, you learn that Living in the 70s has a cold, Oppression has a new inexperienced jockey and Yes Minister has just passed a fitness test very well. Would you expect the odds on each of these horses to go down or up? Why?
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Extension/revision activities
1. Trifectas A Trifecta refers to a bet which picks the first, second and third horses in the correct order. Trifectas often pay out large sums due to the probability of that combination of horses occurring being so low. a) For the Melbourne Cup field above, calculate how many different ways the first three horses can finish. b) Assuming each horse were equally likely to win: i) calculate the probability of picking a trifecta in that Melbourne Cup ii) state the percentage chance that a trifecta will not be picked i) What is the probability of picking a trifecta of the three favourite horses, placed in the race from most favoured to least favoured? ii) What is the percentage chance that it wont occur? Express the probability of this trifecta in terms of odds.
d) Repeat the exercise for the three least favoured horses, ranked from most favoured to least favoured.
Gamblers Help Line is 1800 858 858. Kidshelp Line www.kidshelpline.com.au or 1800 551 800
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G5
Lotto
Key Concepts
Random event Independent Trials Chance
Preparation
Provide students with a sheet of paper with a 9 x 5 grid, with numbers 1 to 45, from which they can cut 45 squares
Introduction
Use exercise 1 as an introductory activity. Make sure that students understand how Tattslotto in Victoria is played; choosing 6 numbers out of 45 and so on.
Class work
Exercise 2 should be completed in groups. Class results could be collated. Exercise 3 could be completed independently. Exercise 4 could be done with a partner, with part e) discussed as a class. It is of course unlikely that many people would buy a system 20, however the class discussion can be used to raise topics such as only using entertainment money for Lotto.
Assessment strategies
Assessment for learning use Exercise 1 to ascertain student attitudes to, and prior knowledge of Tattslotto. Students can check answers as they complete each exercise and work out where they made their mistakes. They can use this to refine their approach to the following exercise. Vary the information given for each kind of problem.
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Lotto
Exercises
1. Read the case study below and answer the questions that follow Malvern woman won $1 million in Tattslotto by using computer patterns woman from Malvern, who works out her Tattslotto numbers from numerical patterns she A develops by using Excel on her computer, won more than $1,009,700 in last Saturdays draw. ach week she develops a different numerical pattern and plays the numbers accordingly, but E this is her first big win. This money will be really useful for my superannuation and enable me to quietly help some people whom I know are needy, she said today when her win was confirmed. Source: http://www.tattersalls.com.au a) What was the system the Malvern woman used to pick her numbers?
b) Did this system mean that she had a better chance than other people who use lucky numbers such as birthdays?
2. Group Activity. Form a group of four. Take a sheet of paper with a 9 x 5 numbered grid and cut out the 45 squares. Place the 45 squares into an empty container such as a pencil case. Assign one person the role of picking out the numbers. They should complete a trial run and someone in the group should record those numbers. The other three people in the group have the role of choosing the numbers. One of the three should select only numbers that mean something to them such as birthdates. Another should pick the numbers that resulted from the trial run and the final person can select any numbers they like. i) Each member of the group should write down their six numbers. ii) Each member should draw up a table to show the frequency with which those numbers are drawn iii) The numbers should be picked out and then the results recorded. This is a trial. A number of trials can be completed. Players should stick with the numbers they first picked. iv) Compare results with other members of the group. v) Is there any reason to believe that certain numbers have a better chance of winning than others?
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Lotto
3. The Tattersalls web-site at http://www.tattersalls.com.au shows the frequency of numbers drawn since Draw 413. The frequency of numbers 11- 20 and 31 -40 is shown below as at Draw 2765. 11 A B 1 220 31 A B 8 205 12 0 210 32 11 205 13 2 198 33 15 218 14 11 198 34 2 202 15 0 218 35 1 209 16 1 203 36 10 222 17 6 199 37 0 199 18 15 207 38 2 194 19 0 223 39 3 198 20 8 202 40 11 221
A = number of weeks since each number was drawn B = number of times each number has been drawn since Draw 413 a) How many draws do these statistics cover? Assuming one draw a week, how many years would this be?
b) A friend looks at this data and notes that 18 and 33 have not come up in that time, and that 40, 32, 36 and 14 have not come up for nearly three months. She is planning to buy a few extra games of Lotto this week, convinced that those numbers are due to come up. Using the data given in the tables above, explain to her why this system is no better than choosing numbers randomly.
4. Tattersalls gives the following probabilities for winning Tattslotto, based on a minimum of 4 games which is the minimum required to play. Division One : 1:2, 036, 265 Two: 1: 169, 689 Three: 1: 9, 173 Four: 1: 184 Five: 1:75 Any prize: 1: 53 a) Calculate the chance of winning from just one game, and express this as a percentage: Answer: ____________________ b) Calculate the percentage chance of winning if you played 50 games: Answer: ____________________
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Lotto
c) 4 games costs $2.20 and 50 games cost $27.25. Discuss with a partner whether it would be worth spending the extra money for the extra games. d) The most expensive game is a System 20, which means that 20 numbers are chosen and put in as many 6 number combinations as possible, resulting in 38, 760 games at a cost of $21, 124.20. Calculate the chance of winning from playing 38, 760 games in one draw.
e) Assuming 50 draws a year, how long would it take to play 200 games? How much would a system 20 cost for 200 draws? The typical Division 1 prize is roughly $800, 000 per winner. Would a system 20 player be guaranteed of winning this amount after 200 games? f) A division 4 prize is typically around $45. Assuming a minimum play of 4 games at $2.20 a game, calculate how much it would cost to play to have a statistical likelihood of winning one Division four prize.
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Lotto
Extension/revision activities
1. A few years ago, the number of balls was 40. It was later increased to 45. Calculate the chance of winning from 1 game with 40 balls. Calculate the percentage decrease in chance of winning due to going from 40 to 45 balls. 2. a) You play Lotto once a week for 20 years, playing 12 games per draw at $6.55 per 12 games. After 20 years you win $8000 in second division. Calculate what it would have cost over 20 years to win $8000, assuming 52 draws a year. b) Assuming an interest rate of 7%, no fees, and rounding down the yearly sum calculated in a) above to the nearest dollar,: calculate how much you would have earned over 20 years had you invested the yearly sum in the bank at the start of each year. How long would it have taken to get $8000? If you wish, you can use the Australian Securities and Investment Commissions (ASIC) compound interest calculator to assist you.
http://www.asic.gov.au/fido/fido.nsf/byheadline/Compound+interest+calculator?openDocument Gamblers Help Line is 1800 858 858. Kidshelp Line www.kidshelpline.com.au or 1800 551 800
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Shopping around
B2p25
Look at the DOCKET and answer these questions: 1. 6am-midnight 2. 18/7/2010 and 21:35 (9:35pm) 3. $31.25 4. $31 5. $31.30 6. Percentage or out of 100 or in this case GST items 7. $1.98 8. $31.25- $1.98= $29.27 9. A discount of 98c has been deducted from the normal price.
B2p26
Sample Worksheet B2. Activity 2: Labels 1. Salami 2. Meat 3. $6.48 4. $3.52(3.50) 5. $19.95/kg 6. By 10/11/2010 7. 0.325kg 8. $4.98 1. Tomatoes 2. Vegetable 3. $6.13 4. $3.87(3.85) 5. $6.29/kg 6. By 1/12/2010 7. 0.975kg 8. $1.57 1. Bacon 2. Meat 3. $5.49 4. $4.51(4.50) 5. $10.45/kg 6. By 7/11/2010 7. 0.525kg 8. $2.61 1. Feta cheese 2. Dairy 3. $6.48 4. $3.52(3.50) 5. $19.95/kg 6. By 10/11/2010 7. 0.325kg 8. $4.98
Look at all four of the labels together and answer the questions 9. $24.58 10. $25.42(25.40) 11. Tomatoes 12. Tomatoes 13. 2.15kg
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Shopping around
B2p28
Worksheet for Activity 3: Supermarket Labels Some questions: prices 1. 28.48 2. 4.80 3. 15.10 4. 4.90 5. 2.72 Some questions: measurement 1. Olives, ham, cheese, frankfurts 2. Olives, ham, cheese, frankfurts 3. 415g 4. Cheese
B2p29
Worksheet for Activity 3: Supermarket Labels Some questions: prices Question 1 a) Olives-$10.80 b) Potatoes-$7.70 c) Leg ham- $8.48 (8.50) d) Edam cheese-$2.97 (2.95)
2. $29.95 3. $7.05 4. $7.56 5. $5.40 6. $2.725 (2.70) 7. Answers will depend on which supermarket they refer to
B3p33
Worksheet for Activity 3: Unit prices Mental estimates mostly involve halving, doubling and multiplying or dividing by 10. Orange juice: The best buy is 3 litres for $5.87 Tomato paste: The best buy is 500 g for $2.74 Coca Cola: The best buy is 2 litres for $2.09. Toilet rolls: The best buy is 6 rolls for $4.49. Litre quantities are unrealistically large for comparing perfumes. 100 ml quantity comparisons are useful. They make further decimal comparisons easy.
consumer affairs victoria
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Shopping around
Item Cherry Blossom fragrance Cherry Blossom fragrance Cherry Blossom fragrance Sea wind fragrance Sea wind fragrance Frank & Stein Homme fragrance Spring dew fragrance
Price per 100 ml $89.95 $39.95 x 4 = $159.80 $59.95 x 2 = $119.90 $41.95 $29.95 x 2 = $59.90 $79.95 $109.95 x23= $73.30
B3p34
Worksheet for Activity 3: Unit prices Place your answers from Q3 on the number line. From your findings, can you quickly see which is an average priced perfume and which is the most and least expensive? If answers are numbered A-G the answers are as follows: D sea wind fragrance is the least expensive, B Cherry blossom is the most expensive and G, F, A, would be the average priced fragrances D 0 10 20 30 40 50 5. Government regulations The unit prices are expressed as follows Mr.Donut Mushroom Kellogs cereal per Individual item i.e. per donut per kilogram per 100 gram per 100 millilitre per 100 sheets E 60 G 70 F 80 A 90 C 100 110 120 130 140 B 150
Sunsilk Shampoo
B4p35
Sample Worksheet B4. Activity 1- Percentage Review 1. What is? (a) $5 (b) $2.50 (c) $15
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Shopping around
B4p37
Worksheet for Activity 2: Sales calculations 1. Calculated answer to the nearest 5c which is what you would pay if you pay cash Mens hiking boots. Womens patent pumps. Childrens sandals. Natural fibre hat. Retro sunglasses. Womens casual t-shirt. Womens pinstripe trousers. Womens pinstripe jacket. Mens shirts. Mens tie. Mens pinstripe suit pants. $70.40 $148.50 $31.60 3. Sound and audio % of gain/loss (e.g. in first item discount original cost x100=% discount) 25% 7.4% (to one decimal place) 18.8% 27.3% (to one decimal place) 4. Sound and audio reverse calculation (e.g. in first item 88 is 80% so 8880x100 = 110) $110 $264 $197.50 $101.95 $82.45 $12.00 $31.45 $96.05 $9.95 $53.95 $69.25 $58.50 $32.85 $99.00
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Budgeting
C2p45
Sample worksheet C2 Activity 5: Selling Muffins: Sales 4 x 12 x $2 = $96 Costs Cost of materials = $6 x 4=$24 Cost of labour = $14x 1.5 hr x 2people =$42 Total cost =24+42= $66 Sales - Costs = Profit $96 - $66 = $30
C2p46
Worksheet for Activity 4: Income calculations 1. (a) $938.46, (b) $4066.66 (4880012) (Note: that weekly x4 = $3,753.85 - get learners to explain difference) 2. 22.5hr x $15.5= =$348.75 3. $10,500 4. $1187.00 5. $492 6. $576 7. $1000.35
C2p49
1. $1217 2. $568
Since 1 July 2002, the minimum contribution has been set at 9% of an employees ordinary time earnings 1. 9285.00 2. $3273 3. Tax = $7,980 4. Tax = $504 employer contributes = $4,720.50 employer contributes = $2,503.80 take home pay=$1,543.10 per fortnight employer contributes =$842.40
C2p56-58
1.
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Budgeting
2. Annual expenses Car registration Car insurance Health insurance Gym membership Further study fees Total Expenses Task 2 3. Service Bills Electricity every Telephone Gas every Water Total Expenses Task 3 Frequency 2months monthly 2months quarterly Total $185 $100 $155 $105 $545 Monthly estimate 90 100 77 30 Fortnightly calculation 46.25 50.00 38.75 16.15 $151.40 Yearly fee ($) 624 900 550 330 420 2,512 Due date April April March May Feb Monthly estimate ($) 52 75 55 27.50 35 Fortnightly calculation ($) 24 34.60 21.15 12.70 16.15 96.60
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Budgeting
4. Expense Rent Kitty Car loan Petrol Fares Eating out/take away Internet ISP Entertainment Clothes Total Expenses Task 4 5. Expense Total Expenses - Task 2 Total Expenses - Task 3 Total Expenses - Task 4 Total Expenses Task 5 6. Income / Expenses Net Income - Task 1 Total Expenses - Task 5 Savings/Bottom line = Income Expenses: Fortnightly Total 1050.00 1239.35 -$189.35 Fortnightly 108.60 140.75 990.00 $1239.35 Weekly $150 $50 $75 $35 $30 $50 $10 $75 $20 Monthly estimate 650 217 325 152 130 217 43 325 87 $2146 Fortnightly calculation 300 100 150 70 60 100 20 150 40 $990
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Paying bills
D2p67
Worksheet for Activity 3: A fair split in a shared house 1. $175.00, share in the ratio of 2: 2: 1 means 5 parts in total so 1755 =35. Therefore money ratio is $70:$70:$35 2. The $207.50 bill should be shared and the bill was made up of: Charges Service and equipment= $75 Sophies call charges =$54.25 Tims calls charges =$23.45 Nicks calls charges $54.80. Totals $48.45 $79.25 23.45 54.80 $79.80 Tim ($) 25.00 Sophie ($) 25.00 54.25 Nick ($) 25.00
3. T otal of $78.50 on a party. the bill should be split based. Each host was paying for themselves and their friends. Tim Themselves Number of friends Number of shared friends People totals This means 13 parts in total so $78.5013=$6. Therefore money ratio is $27:$27:$24 1 2 1.5 4.5 Sophie 1 1 1.5 4.5 4 Nick 1 3
4. T he bill of $280.65 covers the period 20th April to 29th July. This means 10+31+30+29=100days Nick did not move into the house until 1st June so he is there for 60 days The electricity cost per day is $2.80. (this bit of information is not used in the following method. Tim Number of days Simplest Ratio This means 13 parts in total so $280.6513=$21.58. Therefore money ratio is $107.95:$107.95:$64.75 100 5 parts Sophie 100 5 parts Nick 60 3 parts
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Paying bills
5. E stimate answers to the following ratios. Say whether the estimates are likely to be less(L) than or greater (G)than the exact (E) answer. Divide $177.95 by 9 to estimate ratio Divide $177.95 by 9 to estimate ratio- Divide $110 by 10 to estimate ratio Divide $240 by 6 to estimate ratio Divide $189 by 10 to estimate ratio 20:160 80:100 11:33:66 40:80:120 20:40:60:80 G G E G E G
D3p70
Plan A
Worksheet for Activity 2: Talk Time New price 20c per call $2.25 per call between 7pm (4pm Sat) and midnight $2.25 per call between 7pm (4pm Sat) and midnight 33c /min (24 hrs, 7 days a week) 37c /min (24 hrs, 7 days a week) $23.50 Total cost per month Plan B Locals calls Capped STD calls Capped calls to same company mobiles Calls to same company mobiles Calls to other company mobiles Monthly line rental New price 30c per call $3.00 per call between 7pm (4pm Sat) and midnight $3.00 per call between 7pm (4pm Sat) and midnight 37c /min (24 hrs, 7 days a week) 42c /min (24 hrs, 7 days a week) $17.50 Total cost per month Usage one month 125 calls 18 calls 4 calls 40 min 35 min Usage one month 125 calls 18 calls 4 calls 40 min 35 min Cost per month $25.00 $40.50 $9.00 $13.20 $12.95 $23.50 $124.15 Cost per month $37.50 $54.00 $12.00 $14.80 $14.70 $17.50 $150.50
Locals calls Capped STD calls Capped calls to same company mobiles Calls to same company mobiles Calls to other company mobiles Monthly line rental
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E2p92
Worksheet for Activity 2: Using credit cards wisely 1. Use Tye Millers credit card statement to answer the following questions. a. yes, $144.35 b. $262.03 c. $25 a. To calculate interest charged in the next statement issued on 5 June? i. Balance before interest is : $262.03-$25.00=$237.03 ii. Interest is: amount x no. of days x daily interest rate $237.03 x 32 days x 0.04397% = $3.34
2. Tye paid only the minimum amount due and spent $230, with a government charge of $0.73.
b. To calculate the closing balance for the next statement add the two answers above $262.03-$25.00 + $230.00 + $3.34 + $0.73 = $471. 10
3. O n Tyes card, cash advances do not have an interest-free period. Despite this, he takes out a $100 cash advance on 7 June. a. How much interest will he eventually be charged on this $100, if his next payment, made on the due date of 29 August, is for the total amount owing? 52 days to 29 Aug: $100 x 0.0004397 x 52 = $2.29
E3p94
Worksheet for Activity 3: Buying on terms Answers will vary Answers will vary Cost of TV 1. Plan 1 =$699.00 2. Plan 2 = (40X12 +1/2 of 799) = $879.50 3. Plan 3 = (50 x24) = $1200.00 4. Plan 4 = (10 + 2.50x360) = $910.00 Plan 3 Plan1 Extra money paid over cash deal 152 Plan 2 = $879.50 699.00 = $180.50 Plan 3 = $1200.00 699.00 = $501.00 Plan 4 = $910.00 699.00 = $211.00 Extra cost as a percentage(to first decimal place) Extra amount Cash cost x 100= % extra Plan 2 = 25.8% Plan 3 = 71.7% Plan 4 = 30.2% Need consumer help? 1300 55 81 81
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E4p96
$5
Worksheet for Activity 1: Calculating interest $9.95 $1.85 $4.90 $30.62 $1000.00 Opening Balance Month 1 Month 2 Month 3 $200.00 $172.84 145.32 Payment $30.00 $30.00 $30.oo Amount to pay interest on $170.00 $142.84 $115.32 Monthly interest (19.99%12=1.67%) $2.84 $2.38 $1.92 $7.14 Closing Balance $172.84 $145.22 $117.24
Compound interest
Use the compound interest formula A = P (1 + r/n)nt. Otherwise set up tables as shown above. Opening Balance Month 1 Month 2 Month 3 Month 4 450 $425.75 $401.15 $376.23 Payment $30 $30 $30 $30 Amount to pay interest on $420 $395.75 $371.15 $346.23 Compound interest Monthly interest (16.5%12=1.37%) $5.75 $5.42 $5.08 $4.74 $20.99 Closing Balance $425.75 $401.15 $376.23 $350.97
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Opening Balance Month 1 Month 2 Month 3 Month 4 450 $423.49 $396.67 $369.71
Amount to pay Monthly interest interest on (9.99% 12=0.83 %) $420 $393.49 $366.67 $339.71 $3.49 $3.27 $3.04 $2.82 $12.62
Compound interest Opening Balance Month 1 Month 2 Month 3 Month 4 450 $422.18 $394.22 $366.11
Amount to pay Monthly interest interest on (6.25% 12=0.52 %) $420 $392.18 $364.22 $336.11 $2.18 $2.04 $1.89 $1.74 $10.03
Compound interest
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Responsible Gambling
G1...p120
2. a) A 3: There are four 3s in the pack, 1 ace of hearts, 26 red cards and 12 picture cards. Likelihood from lowest to highest: ace of hearts, a 3, a picture card, 26 red cards b) t he greater the number of cards of a particular kind within a well shuffled deck, the greater chance it has of being drawn. c) n ot necessarily. This ranking is a theoretical chance. In practice, a lower ranked card could be drawn out while none of the more highly ranked cards are. ii) Of occurring: 1 in 4 chance, 3 in 4 chance, 1 in 5 chance Of not occurring: 3 in 4 chance, 1 in 4 chance, 4 in 5 chance
4 ii) 3 in 4 chance 5. E ach trial is independent, that is, it starts fresh, without any influence from what has gone before. In addition, there may be a short period of time over which the trials take place. Expressions of chance are long term averages. 6. No, this refers to the ticket pool as whole. Within that pool, there is a random distribution of tickets.
G2...p124
2. c) N o. Each toss of the coin is a random toss involving pure chance. There is no skill involved. As such, the outcome of any trial does not depend on what occurred before and so is an independent event. 3. a) HH TT HT TH 3. b) Each outcome has a probability of W. The probability of tossing a head and a tail in any order is W + W = V or 50% or a 1 in 2 chance 3. c) TH/HT has a higher probability than TT or HH 3. d) No, each toss is an independent trial or event. While there may be a long run expectation of W, this is not certain 4. c) i) probability for rolls under 7 = 15/36 probability for rolls over 7 = 15/36 ii) There is the highest chance of scoring this total Need consumer help? 1300 55 81 81
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Responsible Gambling
ii) No, the casino will win in the long run. Roulette should only be played for social enjoyment, not as a way to make money.
c) No, each spin of the wheel is independent and the result of any spin has no bearing on subsequent spins. b) 99.9997% c) $4, 650, 000 d) i) $1 627 679 ii) $150 iii) 10/310 000 = 0.00323% iv) 0.002907. In discussing whether it is worth spending this extra money, the negligible increase in chance should be considered against the significant increase in spending. v) The extremely negligible increase in chance of winning should be considered against the increase in spending. ii) 20 cents ii) $50
3. a) i) 35 cents. b) i) $700 c) i) At the chances quoted above, you would expect to win once in 4, 784 games. Compare the cost of these games in total to the total that could be won Total cost = 4 784 x 0.20 = $956.80 Expected win = 100 x 0.20 = $20 Expected Loss = $936.80 ii) the chance 3 of a kind is 1 in 45 whereas 5 of a kind is 1 in 4, 784. These chances are not close to each other. Similarly, as the machines are random number generators, getting 3 of a kind in one roll does not mean that you are closer to getting 5 of a kind on the next roll.
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Responsible Gambling
G4...p133
1. Event A horse winning the Melbourne Cup Getting a 21 in the game of blackjack Getting a red 7 on the roulette wheel Britney Spears next child being a boy Random or Non Random? Non-random Non-random Random Event Geelong winning the Premiership again in 2009 India winning the one day series Winning third division in Tattslotto Drawing a red ball from a sack of 40 green balls Random or Non Random? Non-random Non-random Random
Non-random
Non-random
2. c) Betting on a particular football team to win the grand final depends on a number of factors which could include: how good the players are; whether any star players may not play because of suspension or illness; whether the side has had to travel a long way to get to the game; and how much finals experience the coach has had. whether one side has defeated the other side convincingly during the year;
d) The probability that the team might win will vary at any particular time dependent factors such as those listed in c) above. At the beginning of the season, a team may have a low probability of making and winning the grand final but later in the season, that probability may be different. Horse 1. 2. 3. 4. 5. 6. Odds 2-1 3-2 102-1 7-2 5-4 22-1 Probability Win/Loss 0.33/0.67 0.40/0.60 0.0097/0.9903 0.22/0.78 0.44/0.56 0.044/0.956 Rank 3 2 12 4 1 10 Horse 7. 8. 9. 10. 11. 12. Odds 71-1 11-2 4-1 7-1 13-3 9-1 Probability Win/Loss 0.014/0.986 0.15/0.85 0.20/0.80 0.13/0.87 0.19/0.81 0.10/0.90 Rank 11 7 5 8 6 9
3.
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Responsible Gambling
3. b) No, horse racing is a non random event subject to several factors. c) 2.23 d) Total is greater than 1 by 1.23. Profit margin is 123% Bet = $16, so win would be $5.00 x 16 = $80.
4. a) Odds on Oppression are 4-1, meaning a return of $5.00 b) Chance of losing $16 is 80%. c) $6.50 Horse 5 2 1 4 Odds 5-4 3-2 2-1 7-2 Return offered $2.25 $2.50 $3.00 $4.50 Return on $5 bet $11.25 $12.50 $15.00 $22.50 Amount gained/lost on $20 outlay $8.75 lost $7.50 lost $5.00 lost $2.50 gain
5. a) $20
Advice: The friend is much more likely to lose money than make money. The only chance of a gain would be if Horse 4 won, which actually is ranked fourth, with the worst chance of winning out of the four. This is not a good strategy.
d) The least favoured are the Shuffler at P = 0.043, followed by Living in the 70s at P = 0.013 and lastly Exciting Show at P = 0.0097. The probability of a trifecta, in that order is the product = 0.043 x 0.013 x 0.0097 = 0.0000054 = 0.00054%. Probability of not occurring = 99.99946%. Odds = probability/(1- probability) = .0000054/.9999946 = .0000054 which is roughly odds of 1,000,000 to 5 or 200,000 to 1.
G5...p138
1. a) a system of numerical patterns developed using her computer b) She had an equal chance of winning with every other entrant as the numbers are generated randomly every week.
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Responsible Gambling
2. v) No, as each number is generated randomly. Even if the empirical trials showed that some numbers did occur more frequently over the long run, this would even out (see exercise 3) 3. a) 2352 draws. This would be just over 45 years. It is a long run data collection. b) Although there may be short term variances in how often the numbers drawn, in the long run each number is drawn roughly the same number of times. This is to be expected when numbers are drawn randomly and therefore have an equal chance of selection. The friend could use the long term data to calculate that each number is drawn on average roughly every 11 draws, but this is true for every number and only six are drawn at a time! On average the number of draws might be the same, but the pattern of distribution (whether for example the numbers are drawn regularly or in clusters) of each number over the period of time is random.
4. a) 1 : 8, 145, 060 or 0.000000123% b) 0.00000614% d) 38 760/8145 060 or 0.005% or 1 in 200 e) 4 years. $21, 124.20 x 200 = $4,224,840. Even though the chance is 1 in 200 there is no guarantee of winning the prize as the chance is an expectation or likelihood, not a certainty. The draws are independent trials, and each number is drawn randomly. f) T he chance of winning Division 4 is 1 in 184, assuming 4 games each draw. It would cost $2.20 x 184 = $404.80 to play 184 games, with the likelihood, not certainty, that one of those games would pay $45.
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